Presentation on theme: "How satisfied are students with their course and should we care?"— Presentation transcript:
1 How satisfied are students with their course and should we care?
2 Stress and models of stress Stress can be the result of ‘too much or too little arousal resulting in harm to mind and body’ (Schafer 1992, p. 14).Response model of Stress (Cannon, 1932, Seyle, 1974)Stimulus model (e.g. Holmes and Rahe, 1967)Dr C Gibbons
3 The Transactional model of stress (Lazarus and Folkman, 1984) DemandsSecondaryappraisalAdaptive copingMaladaptivecopingAffectiveoutcomes:DistressEustressOutcomes:satisfactionPerform.HealthPrimaryAppraisalBenign, threat or challenge?Dr C Gibbons
4 Primary appraisal/Sources of stress in students Student/Course specific sources of stressPersonal sources of stressTeaching experienceFinancial concernsAssessment and feedbackWork-home interfaceFear of failureIssues around managing ‘apparent’ free timeAdjusting to HE‘future’ concernsOrganisation and managementSocial opportunitiesWorkloadDr C Gibbons
5 Outcomes/Effects of stress Individual effectsCourse specific effectsPsychological healthCourse satisfactionPhysical healthFeeling part of a learning communityhappinessIntellectual motivationDr C Gibbons
6 The Transactional model of stress (Lazarus and Folkman, 1984) DemandsSecondaryappraisalAdaptive copingMaladaptivecopingAffectiveoutcomes:DistressEustressOutcomes:satisfactionPerform.HealthPrimaryAppraisalBenign, threat or challenge?Dr C Gibbons
8 Most measures of stress measure it in terms of degrees of distress. This ignores the possibility that such sources of stress might also act as potential for good stress/eustress as well as distress.Rating stressors as hassles and uplifts enables one to do this.Earlier research suggests measuring both is informative e.g. perceived stressors between those ‘at risk’ v ‘not at risk’ of developing a stress-related illness (Gibbons, 2009)Dr C Gibbons
9 Method Questionnaire measuring sources of stress (items from NSS), key predictors (Secondary appraisal), and outcome measures (intellectual motivation and course satisfaction)Dr C Gibbons
10 Assessment and feedback Academic support Organisation and management Primary appraisal:Sources of stressTeachingAssessment and feedbackAcademic supportOrganisation and managementLearning resourcesPersonal developmentCareers adviceCourse content and structureSocial opportunitiesCourse deliveryWorkloadUniversity supportWork-home interfaceSecondary appraisal:CopingContext/situation related coping:University and peer support as an upliftContext controlCoping – approach coping, avoidance, seeking supportDispositional influences on coping:Self-efficacyPersonality [OCEAN]DemographicsOutcome measuresFeeling part of a learning communityIntellectual motivationCourse satisfactionPsychological well-being (GHQ)Dr C Gibbons
12 Discussion – intellectual motivation The more the work-home interface was rated as uplifting the higher were scores on intellectual motivation…The more social opportunities provided with the university were rated as a hassle the higher were scores on intellectual motivation…As ‘openness’ increased intellectual motivation declined…The more learning resources were rated as uplifting the lower were scores in intellectual motivation…Dr C Gibbons
14 Discussion – course satisfaction The more teaching was rated as uplifting the higher were scores on course satisfaction.When course content and structure were rated as uplifting, satisfaction increased and declined when rated as a hassle.The more social opportunities were rated as a hassle the lower were scores on course satisfactionDr C Gibbons
15 Intellectual motivation and course satisfaction negatively correlated (rho = -.634)… The usual limitations associated with a survey approach have to be noted…Dr C Gibbons
16 RecommendationsReviewing a course and/or rating a university through course satisfaction ratings provides an incomplete picture. Multiple measures need to be adopted.The prevalence of hassle ratings over uplifting ones and the absence of personality, self-efficacy and coping as strong predictors suggests the demands of the first year are perceived as disproportionately high.Therefore build on existing strategies to support studentsDr C Gibbons
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