Factors Affecting Affective University Satisfaction

Individual Research Report: Factors affecting Affective University Satisfaction
Name:
Institution

Abstract
Student performance has been associated with their satisfaction while still at school.
Therefore, this research explores factors affecting affective university satisfaction. It was
hypothesized that there was no linear relationship between the dependent variable and the
independent variables (the five personality traits, need for cognitive and student engagement).
A linear model indicated that there was a significant relationship between three of the traits
(conscientiousness, neuroticism, extraversion), need for cognition and student engagement.
The three personality traits could explain 6.3% of the variation, the inclusion of need for
cognitive took an additional 8.0% sources of variation, and inclusion of student engagement
additional 2.8% sources of variation. Thus, it was concluded that the linear relationship
existed.

Introduction
Scholars have explored general affective university satisfaction among the students. Di Fabio
and Bucci, (2015) fit a model that could be used to predict the students’ affective using life
satisfaction, self-esteem, optimism, and psychological well-being. It was established a strong
positive correlation among Italian high school students between the affective satisfaction with
both self-esteem and optimism (Di Fabio & Bucci, 2015). Balkis and Duru (2016) researched
on whether there was a significant effect of procrastination, and self-regulation failure on the
well-being and academic life satisfaction. The study pointed out a strong relationship
between these variables. In this study, the primary focus revolved around affective university
satisfaction as the dependent variable, and five personality traits (openness,
conscientiousness, extraversion, agreeableness, and neuroticism) together with the need for
cognition and engagement as the predictors. Judge, Heller, & Mount., (2002) found a
significant impact of these traits on the job satisfaction. Thus, it is imperative to determine
whether these traits play a significant role in the students’ affective satisfaction.
The research is designed to establish a deeper understanding of what factors have a greater
impact on students affective. In research like that of Di Fabio and Bucci (2015) the key
interest was on self-esteem and optimism, just like Balkis and Duru (2016) concentrated on
the procrastination and self-regulation failure. However, in this case, the five personality
traits will be assessed in conjunction with cognition and engagement. This will help
understand the psychological factors that can help improve the affective university
satisfaction. Thus, the aim is to determine which factors affect affective university
satisfaction, and the direction of their effect. That is, whether the effect is negative or
positive.

At the end of the research, it is expected that factors affecting the affective university
satisfaction will be identified. To reach the root, the research will test the hypothesis that
there is a linear relationship between affective university satisfaction and the five personality
traits, need for cognition and student engagement.
Method
Design
This research will apply a quantitative approach, in which linear modelling will be used to
assess whether there is a linear relationship between the dependent and independent
variables. Linear regression determines the nature of the relationship between the dependent
or independent variable(s) (Cohen, West, & Aiken, 2014). However, before fitting a
regression model or interpreting a model, one should test underlying assumptions (linearity,
homoscedasticity, absence of collinearity, and normality distribution). In this research, the
dependent variable is “affective university satisfaction.” On the other hand, the independent
variables include; five personality traits, “thinking is not my idea of fun” and “I like to have
the responsibility of handling a situation that requires a lot of thinking” as a need for
cognitive measure and “Overall, staff at my university treat students fairly” to measure
student engagement. The five personality trait variables were re-coded by summing variables
that measured respective traits as Costa and MacCrae, (1992) among other suggested.
Participants
Participation in this study was voluntary. The questionnaire was given to the University of
Roehampton students after they were given consent and assured that the shared data would be
securely and anonymously stored. In total, 258 students shared valid information that would
help in the development of this research.