University student satisfaction, resource management and metacognitive learning strategies

Abstract

The study aims to determine the relationship between university students’ satisfaction with the university and the use of resource management and metacognitive self-regulatory learning strategies through structural equation modelling. This study was designed in the relational screening model, which is among the descriptive research methods and defines the relationships between variables. The data were collected from 364 undergraduate students at a university in Turkey. Structural equation modelling was used to test the model that showed the relationships between student satisfaction, resource management and metacognitive self-regulatory learning strategies, and the descriptive statistics of the variables and correlations were also calculated. Research results show that metacognitive and resource management self-regulatory learning strategies affect student satisfaction. significantly at a low level. Students’ use of self-regulatory learning strategies positively affects their satisfaction from the institution they are studying. In addition, the mediating effect of resource management self-regulatory learning strategy between metacognitive learning and student satisfaction was examined, and the indirect impact of resource management on student satisfaction was also found to be significant.

Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

“…Pekrun et al (2002) also proposed the influence of academic emotions on students' cognitive processes and academic performance, which is related to mental health (e.g., learning satisfaction). Lastly, we also found that elaboration and organization strategies significantly positively predicted learning satisfaction, which was consistent with some study results of Choi (2016) and Kasalak and Dagyar (2020). These conclusions verified that learning strategies had a positive influence on the learning achievement in the CVT (Pekrun, 2006).…”

“…Organization strategies for establishing relationships between different parts of learning material can help students select and organize information and create meaningful units of information (Obergriesser and Stoeger, 2020). Studies have shown that the student's use of these strategies has a significant and positive correlation with learning satisfaction (Choi, 2016;Kasalak and Dagyar, 2020). Students who flexibly use learning strategies have also been shown to better perceive the control of the learning process (Obergriesser and Stoeger, 2020).…”

The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia

“…According to this, although there has been a plethora of studies on students' scholastic performance during Covid-19 globally, very few empirical studies surrounding this phenomenon in the context of Asia have been published. Literature dedicated to understanding how Asian students’ satisfaction and use of autonomous learning strategies in digital learning during the Covid-19 lockdown has impacted their scholastic achievement is still under development [ [12] , [13] , [14] ]. For example, [ 15 ] discovered that learners in Indonesia had poor skills related to learning autonomy.…”

“…Moreover, to measure students learning experiences in digital learning, their satisfaction is known to be an important element as they are the ones receiving the services. Satisfaction with students learning experiences emphasizes the recognition of organising and coordinating academic and social activities [ 13 ].…”

Engagement de los alumnos en la escuela: Perspectivas sociales y psicológicas

“…Na dimensão aluno, encontramos variáveis muito díspares: condições familiares e socioeconómicas, integração social, gestão e adequação de métodos e processos de estudo (PE) e envolvimento em atividades extracurriculares (AEC). Todos estes aspetos poderão ser mediados por uma outra variável, que igualmente se tem vindo a assumir na mira da literatura, a satisfação académica (Kasalak, & Dağyar, 2020). Com efeito, é mais um indicador relevante na avaliação da qualidade das instituições de Ensino Superior e das suas formações, enquanto medida da capacidade de resposta aos interesses, motivações e expetativas dos estudantes, ou seja, de variáveis de natureza afetiva fundamentais para o sucesso académico, que inclui desempenho e prevenção do abandono .…”