چكيده لاتين :
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.
