Relationship between Curriculum Components of University Students, Business Quality and Academic Satisfaction, Psychology and Educational Sciences

Document Type : Research Paper

Authors

1 Associate Professor of Department Educational Administration and Planning, Faculty of Education and Psychology, University of Alzahra, Tehran. Iran.

2 PhD Student of Curriculum Development of Department Educational Administration and Planning, Faculty of Education and Psychology, University of Alzahra, Tehran. Iran.

Abstract

The aim of this study was to investigate the relationship between educational interactions, perception of curriculum components and the quality of learning experiences with students' academic satisfaction. The research population consists of students of the Faculty of Psychology and Educational Sciences of Al-Zahra University, Tehran. By using stratification appropriate to the size of the population, 268 people were selected as the sample. The questionnaires of educational interactions, students' perception of the components of the curriculum, the quality of learning experiences and satisfaction with the study were used as the data collection tool, the validity and reliability of which were confirmed. The collected data were analyzed using SPSS v22 software. The findings showed that there was positive relationship between the components of student-student interaction, student-teacher interaction and student-content interaction of the variable of educational interactions on the one hand and components of resources, content, flexibility and quality of student-teacher relationships of the variable of quality of learning experiences as well as method of content, content and value on the other hand. There is a significant positive relationship between the variable of perception of the components of the curriculum and the variable of students' academic satisfaction. The findings also indicated that the components of method and evaluation of the perception variable of the components of the curriculum in predicting students' academic satisfaction were equal to 0.440 and 0.433, respectively. In addition, the components of flexibility and quality of student-teacher relations from the variables of quality of learning experiences with the numbers of 0.254 and 0.417 and the components of student-student interaction and student-teacher interaction with the numbers of 0.304 and 0.219 could predict students' academic satisfaction. According to the research findings, it is suggested that special attention be paid to the way professors relate to students as one of the criteria for promoting the academic rank of professors, and those involved in the higher education system should develop curricula fitting the conditions of the present world.

Keywords

References

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Journal of higher education curriculum studies
Volume 13, Issue 25
September 2022
Pages 7-27

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