Development Of College Student Two-Dimensional Satisfaction Questionnaire(CSTDSQ)

ObjectiveCollege student satisfaction measures the satisfaction of students during the process of receiving education. It is an evaluation to school, according to the inner criterion or the inner criterion satisfaction of students, who are the custom of school education. Student-based philosophy is suggested under the situation of growing number in students of higher education and intense competition in student resource. Meanwhile particular attention was paid to student satisfaction. Student satisfaction investigation is the landing point of Student-based philosophy putting into practice, the key of science oriented and the necessary tool of management in university. The investigation accelerates the fashion and development of higher education.Student satisfaction questionnaire contains Single-dimensional questionnaire and Two-dimensional questionnaire. The former are widely used, and of various kinds. The application of the latter is not common. One of the representative inventories, Student Satisfaction Inventory (SSI), is regarded as the national criterion of measuring student satisfaction. Single-satisfaction questionnaire main measures students’ satisfaction. But Two-dimensional satisfaction questionnaire measures students’ view and satisfaction on the importance of experiencing the university. Two-dimensional satisfaction questionnaire reflects not only students’ satisfaction but also more information. The school resources could be conformed according to the guides and consults of the questionnaire. As a result, the questionnaire receives extensive attention.At present, there is lack of study on student two-dimensional satisfaction questionnaire in China. This research is aimed at compiling a College Students Two-Dimensional Satisfaction Questionnaire (CSTDSQ) and test its validity and reliability. In order to provide more effective tools for measuring student satisfaction.Subjects and MethodsBased on the literature review, this study used American Custom Satisfaction Index (ACSI) and Student Satisfaction Inventory (SSI)(Copyright1994, Noel-Levitz, Inc) as a model, using brain-storm and profound interview method. The study established the pre-questionnaire and developed items. The pre-questionnaire was composed of8factors,32items and9basic questions on demography.9students from senior were selected to confirm factor weight using Analytic Hierarchy Process (AHP). Face validity was validated finally.Using a senior-based sample of94Southern Medical University (SMU) students in the previous investigation, we modified some basic questions on demology in questionnaire. The pre-investigation was completed by320students selected from freshmen to senior, selection of items and factors in the questionnaire was based on comprehension consideration with the response rate, critical rate(CR) value, variation degree, correlation, factor analysis. In the formal study, methods with stratified sampling method,1240students who were from45classes,23majors and11colleges,5grades in SMU were selected for the investigation. Internal consistency of factors and questionnaire was examined by calculating Cronbach alpha. Construct validity was evaluated by factor analysis as well as correlation among factor scores, CSTDSQ scores and scores of item overall satisfaction. Convergent/discriminant validity was tested by comparing items to own factor correlation with other factors. Demography was applied for examining validity. The influence of educational expectation on the satisfaction was explored by studying the correlation between educational expectation and satisfaction.ResultsThe pre-questionnaire consisted of32items and8factors which are employment prospects, academic services, teacher’s professional qualification, educational administration management, student management personal development, campus culture and lives, and logistic services. After twice previous investigations, the formal questionnaire is composed of26items and5factors which are logistic services and supportecialty knowledge acquirement, personal development, educational administration, management and student management, Available rate of questionnaire was92.2%, total response rate of items was99.95%, CSTDSQ’s Cronbach alpha was0.923, the minimum Cronbach alpha of the factor was0.709. Correlation coefficients between factor and another was lower than the factor’s Cronbach alpha. Correlation coefficients between each factor and CSTDSQ scores were lower than CSTDSQ’s Cronbach alpha (0.923). Factor analysis indicated that factor loading and structure accorded with CSTDSQ assumed. Analysis results of expectation and satisfaction reveal positive correlation in management and negative correlation in logistic services.ConclusionCSTDSQ was reliabie and valid after assessed by statistics and by psychometric properties, could be used in measuring college student satisfaction.