Given extensive research highlighting the benefits of need-supportive practices and need satisfaction, it seems likely that academic advisors who use practices found to be need-supportive in classroom, work, and other contexts, will foster students’ perceived autonomy and competence toward the academic major decision-making process and facilitate longer-term goals of enhancing motivation and satisfaction with their academic coursework. A longitudinal study was conducted in order to examine the stability in perceptions of college students' academic major decision-making experience over time as a function of need-supportive advising. The study also examined the stability in satisfaction and motivation outcomes as a function of need-supportive advising over time. Participants included undecided students who completed an online survey at three time points during either the 2012-2013 or 2013-2014 academic year. The online survey included measures assessing perceptions of advisors' needs-supportive practices, students' autonomous and competent decision-making, satisfaction with and motivation for coursework, and subjective well-being, as well as demographic characteristics. Analyses on several models were performed using Mplus version 6.12. Results suggest need-supportive advising at the beginning of the academic year predicts improved academic satisfaction, academic efficacy, subjective well-being, and value toward coursework toward the end of the academic year particularly when advising sessions satisfy students need for competence throughout the year which, in turn, provides students with increased competence about choosing an academic major. Implications and future directions are discussed. / text

This study investigated the relationship between coping style and academic satisfaction, as well as the role each plays in overall life satisfaction. Further, this study examined the potential utility of coping style within Lent and Brown’s (2006) social cognitive career theory (SCCT) model of work satisfaction. A sample of students in a university setting took a measure to assess coping style, academic satisfaction, life satisfaction, self-efficacy, and goal progress. Results indicated that both problem-focused and avoidance coping styles predicted academic satisfaction individually. Only for problem-focused coping was this relation strong enough for academic satisfaction to partially mediate the direct effect on life satisfaction. Coping styles did not explain variance above and beyond the SCCT variables of goal progress and self-efficacy. This study supports the existing model of work satisfaction in SCCT, and offers preliminary evidence for full mediation of coping styles’ effects on satisfaction by stress and goal progress.

The sustainable development of working students in tertiary education institutions is important for student retention and institutional success. As the number of working students is on the rise, it is imperative that the needs of working students are well-recognized to ensure academic satisfaction and engagement. As these students encompass the role of both an employee and a student, inter-role conflict is experienced when pressures from the workplace disrupt academic responsibilities and influence academic outcomes. Therefore, the aim of the present study was to examine the impact of type of employment (part-time employment and full-time employment) on university outcomes, namely academic satisfaction and academic engagement of working students. The study proposed that those working students in part-time employment would on average experience less work-school conflict, more academic satisfaction and more academic engagement than those working students in full-time employment. The study implemented a secondary crosssectional descriptive design, whereby secondary data was used. The study's sample consisted of working students (n = 482). Independent samples t-tests and mediation analyses were conducted to analyse the study's hypotheses. A significant difference was found between those working students who participated in part-time and full-time employment, in terms of their work-school conflict and academic satisfaction. However, no significant difference was found for the academic engagement outcome. The analyses revealed that work-school conflict mediated the relationship between type of employment and academic satisfaction, however mediation effects were not found between type of employment and academic engagement. The findings of the study have theoretical contributions and practical implications for university intuitions and researchers. Lastly, research contributions and suggestions for future research are presented.

abstract: Using a sample of 931 undergraduate students, the current study examined the influential factors on undergraduate students' academic performance, satisfaction, and intentions to persist in their enrolled major. Specifically, the current study investigated the salience of interest-major match in predicting academic success. Interest-major match has been found to be one of the most influential determinants of academic and occupational success. However, support for this relationship has been equivocal and modest at best. The present study was designed to improve upon the current understanding of this relation by examining the moderating effect of gender and employing a longitudinal design to investigate the reciprocal relation between interest-major match and academic outcomes. Correlational results suggested that women reported greater interest-major match and results of the path analyses demonstrated a moderating effect of gender. Although a reciprocal relation was not supported, the findings indicated that a student’s level of academic satisfaction may influence the degree of fit between his or her interest and academic major. The results also highlight the tendency for students further along in their academic tenure to persist to graduation despite poor fit. Implications for educators and administrators are discussed. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2016

The problem of this study was to determine the academic, personal, social, and financial level of satisfaction of the international students at North Texas State University. The subjects were 351 international students representing fifty-four different countries. These students were enrolled full time during the fall semester of 1981. The instrument used to gather the data was a questionnaire. The questionnaire was validated by a panel of experts and pretested on a small sample of international students.

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