Parallel Enrollments: Associations between College Student Satisfaction and Performance
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| Title: | Parallel Enrollments: Associations between College Student Satisfaction and Performance |
|---|---|
| Language: | English |
| Authors: | Alexander Karl Ferdinand Loder (ORCID |
| Source: | Journal of College Student Retention: Research, Theory & Practice. 2026 28(1):112-140. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Student Satisfaction, College Enrollment, Academic Achievement, Dual Enrollment, College Programs |
| Geographic Terms: | Austria |
| DOI: | 10.1177/15210251241232683 |
| ISSN: | 1521-0251 1541-4167 |
| Abstract: | Austria is a country without college tuition fees, also allowing students to enroll in an unlimited number of programs simultaneously. Based on minimum ECTS requirements to keep enrollments valid, student performance is central. This study explores associations between student satisfaction and performance in the setting of parallel enrollments. Two hundred and thirteen students filled in a questionnaire, merging answers with performance parameters from the university's database. Multivariate regression analyses with performance as outcome and satisfaction measures as predictors were conducted on the levels: (1) unfiltered dataset, (2) one enrollment, and (3) 2 + enrollments. Performance satisfaction explained variance of grade point average and the number of failed exams on levels 1 and 2. Course satisfaction and the wish to continue studying were strongly associated with grade point average in nonprioritized programs of students with more than one enrollment. University systems worldwide could benefit from parallel programs, possibly preventing immediate dropout of unsatisfied students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501635 |
| Database: | ERIC |
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