{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/54836"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/54836","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"A multivariate analysis of satisfaction among Virginia community college students","abstract":"Student satisfaction, defined as the degree to which students believe they are getting what they desire from their educational experiences, has received relatively little emphasis in educational and sociological literature. Thus, the purpose of this study is to develop a causal model explaining satisfaction among Virginia Community College students. Path analysis was used to investigate the relationship between student satisfaction and eight variables: socioeconomic status, sex, age, employment status, felt control concerning entry into the community college, program of study, college performance, and perceived reputation of the community college. Posited relationships were derived generally within a symbolic interactionist perspective and, more specifically, from relative deprivation theory. Past research was considered when applicable. The findings indicated that felt control concerning entry into the community college and perceived reputation of the community were positively related to student satisfaction. Socioeconomic status, sex, and age were indirectly related to satisfaction through felt control and perceived reputation. Employment status, program of study, and performance had no effect on satisfaction. This research was primarily exploratory. The findings provided considerable support for relative deprivation theory. The primary value of the study, however, lies in the directions it suggests for further research.","abstract_html":"Student satisfaction, defined as the degree to which students believe they are getting what they desire from their educational experiences, has received relatively little emphasis in educational and sociological literature. Thus, the purpose of this study is to develop a causal model explaining satisfaction among Virginia Community College students. Path analysis was used to investigate the relationship between student satisfaction and eight variables: socioeconomic status, sex, age, employment status, felt control concerning entry into the community college, program of study, college performance, and perceived reputation of the community college. Posited relationships were derived generally within a symbolic interactionist perspective and, more specifically, from relative deprivation theory. Past research was considered when applicable. The findings indicated that felt control concerning entry into the community college and perceived reputation of the community were positively related to student satisfaction. Socioeconomic status, sex, and age were indirectly related to satisfaction through felt control and perceived reputation. Employment status, program of study, and performance had no effect on satisfaction. This research was primarily exploratory. The findings provided considerable support for relative deprivation theory. The primary value of the study, however, lies in the directions it suggests for further research.","abstract_has_math":false,"creators":["Biggs, Joan Hogg"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Sociology","degree_department":"Sociology","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1974,"date_issued":"1974","date_published":"1974","updated_at":"2026-07-22T22:20:00Z","subjects":[],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/54836","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Sociology"]},{"key":"dc:creator","label":"Author","values":["Biggs, Joan Hogg"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-07-28T20:42:12Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-07-28T20:42:12Z"]},{"key":"dc:date.issued","label":"Date","values":["1974"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/54836"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Student satisfaction, defined as the degree to which students believe they are getting what they desire from their educational experiences, has received relatively little emphasis in educational and sociological literature. Thus, the purpose of this study is to develop a causal model explaining satisfaction among Virginia Community College students. Path analysis was used to investigate the relationship between student satisfaction and eight variables: socioeconomic status, sex, age, employment status, felt control concerning entry into the community college, program of study, college performance, and perceived reputation of the community college. Posited relationships were derived generally within a symbolic interactionist perspective and, more specifically, from relative deprivation theory. Past research was considered when applicable. The findings indicated that felt control concerning entry into the community college and perceived reputation of the community were positively related to student satisfaction. Socioeconomic status, sex, and age were indirectly related to satisfaction through felt control and perceived reputation. Employment status, program of study, and performance had no effect on satisfaction. This research was primarily exploratory. The findings provided considerable support for relative deprivation theory. The primary value of the study, however, lies in the directions it suggests for further research."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A multivariate analysis of satisfaction among Virginia community college students"]}]}],"canonical_facts":{"dc:contributor.department":["Sociology"],"dc:creator":["Biggs, Joan Hogg"],"dc:date.accessioned":["2015-07-28T20:42:12Z"],"dc:date.available":["2015-07-28T20:42:12Z"],"dc:date.issued":["1974"],"dc:description.abstract":["Student satisfaction, defined as the degree to which students believe they are getting what they desire from their educational experiences, has received relatively little emphasis in educational and sociological literature. 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