The Relationship Between Grades and Academic Program Satisfaction Over Four Years of Study
Bibliographic record
Abstract
It is frequently assumed that the student experience, and, by implication, student program satisfaction, improves over the course of a university education. A four-year panel study of students at a large commuter university indicates some improvements in assessments of professor performance and GPA between first and fourth year; however, satisfaction with academic programs remains more or less the same across all four years of study. Structural equation modelling was employed to estimate the relationships among professor performance, GPA, and program satisfaction within, and between, each of the four years of study. Contrary to expectations based on some conventional models, it was found that students' assessments of professors were not affected by GPA; conversely, professor performance had little impact on GPA. By contrast, student satisfaction was related to both GPA and professor performance. The greatest predictor of students' program satisfaction, however, was neither GPA nor professor performance, but program satisfaction in the previous year. This finding suggests that underlying personality characteristics likely are more responsible for expressions of program satisfaction than either GPA or professor performance.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".