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• W2597022716 abstract "Data from the 2013 administration of the National Survey of Engagement (NSSE) were analyzed to determine the relationship between the 10 NSSE engagement indicators and student satisfaction for seniors (n = 1200) attending a mid-south land grant university. Seniors reported engaging in 7 of 10 indicators often or quite a bit and rated an eighth indicator, Quality of Interactions, as good. Seniors reported only sometimes engaging in Quantitative Reasoning and Student-Faculty Interactions. Each of the 10 engagement indicators had a significant positive correlation with student satisfaction, with correlations ranging from .12 (Discussions with Diverse Others) to .53 (Quality of Interactions). Robust multiple regression revealed a linear combination of three engagement indicators: 1) Quality of Interactions, 2) Supportive Environment, and 3) Effective Teaching Practices; these indicators explained a significant portion of the variance ([R.sup.2] = .334) in student satisfaction. Squared semipartial correlations indicated Quality of Interactions (8.4%) explained the largest percentage of unique variance in student satisfaction, followed by Supportive Environment (4.5%), and Effective Teaching Practices (1.1%). These results confirmed the importance of positive student-staff-faculty relationships, quality student support services, and good teaching practices in promoting student satisfaction. Introduction retention rates have been a cause of concern for university administrators for decades (Murtaugh, Bums & Schuster, 1999). Retention rate, the percentage of non-graduating students returning to the same institution each academic year, was 70% for full-time students and 40% for part-time students in 2014 (Persistence-Retention Snapshot Report, 2015). Whether a student returns to their current institution, transfers, or drops out of college is based on the evaluation of multiple underlying service dimensions (Bolton & Kannan, 2000) and depends on the students' prior attitudes and satisfaction levels (Bearden & Teel, 1983; Oliver, 1980). Research reported by Bryant and Bodfish (2014) indicated student satisfaction played a more significant role in student retention than demographics or institutional features. Student satisfaction with an institution is an important but sometimes overlooked variable in determining the quality of the undergraduate (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006, p. 44). Students are more likely to stay in school when they are actively involved in campus activities and feel a sense of community or loyalty to an institution (Astin, 1993; Tinto, 1993). Thus, retention activities tend to focus more on the satisfaction and retention of currently enrolled students as graduation rates are often used to measure the success of institutions within higher education (Goenner, & Snaith, 2004). Satisfaction is a product of prior expectations combined with subsequent experiences (Oliver, 1980). Thus, satisfaction is a post-consumption evaluation and, therefore, can only be measured following an experience (Bolton & Kannan, 2000). College life is a web of interconnected experiences which overlap and influence student satisfaction (Elliottt & Healy, 2001). According to the National Survey of Engagement [NSSE] (2005), student satisfaction is highly correlated with engagement. In order to improve student retention through increased student satisfaction, universities must determine the areas of student engagement having the largest impact on satisfaction (Elliott & Healy, 2001). Excellent undergraduate education is likely to occur at colleges and universities that maximize good practices (Chickering & Gamson, 1987) and enhance students' academic and social engagement or effort (Pascarella, 2001). The 2013 NSSE identified 10 indicators of engagement that spanned four former benchmarks of effective educational practice (NSSE, 2013a). …" @default.
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• W2597022716 date "2016-09-01" @default.
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• W2597022716 title "Relationship between Engagement and Satisfaction among Seniors at a Mid-South Land Grant University." @default.
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