بررسی عوامل مؤثر بر رضایتمندی ‌دانشجویان از رشته تحصیلی ( مطالعه موردی: دانشکده‌های کشاورزی، منابع طبیعی و فنی- مهندسی دانشگاه کردستان)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته رشته ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه کردستان، سنندج، ایران

2 استادیار گروه اقتصاد کشاورزی، دانشکده کشاورزی دانشگاه کردستان، سنندج، ایران

3 استادیار گروه اقتصاد کشاورزی، دانشکده کشاورزی، دانشگاه کردستان، سنندج، ایران

چکیده

هدف از این پژوهش، بررسی رضایت از رشته تحصیلی دانشجویان رشته‌های فنی- مهندسی، کشاورزی و منابع طبیعی دانشگاه کردستان بوده است. پژوهش از لحاظ هدف کاربردی، و از لحاظ شیوه گردآوری داده‌ها، جزو پژوهش‌های پیمایش توصیفی- همبستگی می‌باشد. جامعه آماری پژوهش شامل کلیه دانشجویان ترم‌های چهارم، ششم و هشتم مقطع کارشناسی دانشکده‌های فنی- مهندسی، کشاورزی و منابع طبیعی دانشگاه کردستان در سال تحصیلی 96-97 به تعداد 2313 نفر می‌باشد. با استفاده از فرمول کوکران تعداد200 نفر از آن‌ها از طریق روش نمونه‌گیری تصادفی طبقه‌ای با انتساب متناسب مورد مطالعه قرار گرفتند. ابزار گردآوری داده‌ها پرسشنامه بود که روایی آن توسط متخصصان تاًیید گردید و پایایی آن از طریق یک مطالعه راهنما و محاسبه آلفای کرونباخ تاًیید شد. جهت تجزیه و تحلیل داده‌ها از تحلیل مسیر استفاده شد. بر اساس یافته‌ها، دانشجویان رشته‌های فنی- مهندسی در حد زیاد و دانشجویان رشته‌های کشاورزی و منابع طبیعی در حد متوسط از رشته تحصیلی خود رضایت داشتند. دانشجویان دانشکده‌های کشاورزی و منابع طبیعی از نظر رضایت‌مندی از رشته تحصیلی تفاوت آماری معنی‌داری با هم نداشتند، اما بین دانشجویان دانشکده‌ی فنی- مهندسی با دانشکده‌های کشاورزی و منابع طبیعی از نظر رضایت از رشته تحصیلی تفاوت آماری معنی‌دار وجود داشت. نتایج حاصل از تحلیل مسیر نشان داد که سازگاری رشته تحصیلی با اهداف و انتظارات شغلی، انگیزه‌ی تحصیلی، علاقه‌مندی به رشته، نگرش نسبت به بازارکار رشته و خودکارآمدی به ترتیب بیش‌ترین تأثیر را بر میزان رضایت‌ از رشته تحصیلی دارند. هم‌چنین، طی فرآیند تحلیل مسیر

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating academic major satisfaction among agricultural, natural resources and engineering students (The case of University of Kurdistan)

نویسندگان [English]

  • Ameneh Koohi 1
  • Farzad Eskandari 2
  • Mohammad Jalali 3
1 MSc in Agricultural Extention and Education, University of Kurdistan, Sanandaj, Iran.
2 corresponding author. Assistant Professor in agricultural extention and education, Department of Agricultural Economics, University of Kurdistan. Sanandaj, Iran.
3 Assistant Professor in agricultural extension and education, Department of Agricultural Economics, University of Kurdistan, Sanandaj, Iran.
چکیده [English]

. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students.
The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.
The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students.
The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.
The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students.
The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.
The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students.
The aime of this study was to investigate the academic course satisfaction among agricultural, natural resources and engineering students. In terms of goal the study was applied while in terms of data collection method it was a descriptive – correlational survey research.
The statistical population of study consisted of 2313 undergraduate students at the University of Kurdistan in the academic year 2017-2018. Applying Cochran's formula of sampling, 200 students were selected using stratified random sampling technique. A questionnaire was used for data collecting the validity of which was verified by experts. The reliability of the questionnaire was confirmed by calculating Cronbach's alpha. For data analysis, descriptive statistics and inferential statistics were used. According to the results, engineering students were satisfied with their academic courses while agricultural and natural resources students were only moderately. Furthermore, there was no significant difference between agriculture and natural resources students in terms of academic course satisfaction but were significantly different to engineering students in this regard. Path analysis indicated that outcome expectations, academic motivation, academic interest, attitude towerds the labour market and academic self-efficacy have significant descending impact on academic course satisfaction of students. Moreover, this research demonstrate that compatibility variables between personality type, field of study and social support were excluded from the model because of their non - significant direct and indirect effects on academic course satisfaction. The findings could be used to improve course satisfaction amongst agricultural, natural resources and engineering students.

کلیدواژه‌ها [English]

  • Self-determination theory
  • Social-cognitive career theory
  • Satisfaction. students. university of kurdestan

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