Predictors of Student Satisfaction with University Psychology Courses: A Review

Abstract

Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrollments. In this paper, we review the student satisfaction literature, with a focus on undergraduate psychology. Searches of relevant databases and reference lists were used to source articles for this narrative review. Evidence regarding institutional, teaching, and student variables associated with student satisfaction is discussed. Teaching variables, particularly teaching quality and expertise, tend to show the strongest relationships with student satisfaction. Institutional variables, such as services, facilities, image, and research activity, are also important. Individual student characteristics including achievement and attitudes have been associated with psychology students' satisfaction. Recommendations to improve satisfaction include helping psychology students to develop accurate expectations of courses, facilitating teaching quality and style that matches psychology students' preferred thinking styles, and assisting students to develop self-efficacy and other positive attitudes. Further research to understand and improve psychology students' satisfaction would be beneficial.