Biggs, Joan Hogg2015-07-282015-07-281974http://hdl.handle.net/10919/54836Student satisfaction, defined as the degree to which students believe they are getting what they desire from their educational experiences, has received relatively little emphasis in educational and sociological literature. Thus, the purpose of this study is to develop a causal model explaining satisfaction among Virginia Community College students. Path analysis was used to investigate the relationship between student satisfaction and eight variables: socioeconomic status, sex, age, employment status, felt control concerning entry into the community college, program of study, college performance, and perceived reputation of the community college. Posited relationships were derived generally within a symbolic interactionist perspective and, more specifically, from relative deprivation theory. Past research was considered when applicable. The findings indicated that felt control concerning entry into the community college and perceived reputation of the community were positively related to student satisfaction. Socioeconomic status, sex, and age were indirectly related to satisfaction through felt control and perceived reputation. Employment status, program of study, and performance had no effect on satisfaction. This research was primarily exploratory. The findings provided considerable support for relative deprivation theory. The primary value of the study, however, lies in the directions it suggests for further research.v, 64 leavesapplication/pdfenIn CopyrightLD5655.V855 1974.B53Thesis