Student Stress and Academic Satisfaction: A Mixed Methods Exploratory Study
Bibliographic record
Abstract
Student satisfaction has implications for student academic success, engagement, and retention within their programs.The aim of this study is to explore the relationship between three levels of student stress and satisfaction in an undergraduate program.To explore: 1) the distribution of stress and program satisfaction within the program; 2) associations between measures of student stress and program level satisfaction; and 3) student perceptions about stress and program satisfaction using qualitative data.Online questionnaires were administered to 24 students in a small, undergraduate health sciences honours program.Correlational analysis was used to fulfill the objectives, which were triangulated with qualitative data.Levels of stress were low and academic satisfaction high within this program.Qualitative results suggest a small program size and social support as explanatory factors.A negative correlation was found between burnout and overall program satisfaction.Qualitative findings indicate that program context and individual characteristics may describe this association.This study has implication in promoting adaptive personality traits within students and facilitating supportive and engaging program environments to ensure student success.
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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 | 0.014 | 0.013 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| 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".