Exploring the Dynamics of Academic Life Satisfaction of Undergraduate Students in Ghana: Confirmatory Factor and Latent Profile Analyses

International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net

Y

12

Foreign Countries; Undergraduate Students; Student Satisfaction; College Environment; Correlation; Academic Support Services; Student Personnel Services; Academic Advising; Peer Relationship; Sense of Belonging; Student Attitudes

2148-3868

This study examined the academic life satisfaction of undergraduate students at the University of Environment and Sustainable Development (UESD) in Ghana. It aimed to investigate the relationship between undergraduate students' personal satisfaction (PSA) and satisfaction with the academic environment (SAE) at UESD and to identify distinct latent classes based on these factors. A cross-sectional research design was adopted, with participants selected through convenience sampling. The sample consisted of 370 participants: 211 males (57.0%) and 159 females (43.0%), aged 16 to 37 years (M = 21.4, SD = 3.10). All participants completed the Students' Academic Life Satisfaction Scale (SALSS), and the data were analysed using confirmatory factor analysis (LPA) and latent profile analysis (LPA). The statistical analyses were carried out in two steps: first, CFA was used to assess the relationship between the satisfaction with academic environment and personal satisfaction. Second, LPA was applied to identify distinct subgroups based on their academic life satisfaction factors. The results obtained from CFA showed a statistically significant positive covariance between Satisfaction with Academic Environment (SAE) and Personal Satisfaction (PSA) factors, with an estimate of 0.579 (SE = 0.045, Z = 12.9, p < 0.001, standardised estimate = 0.579). The LPA identified subgroups of students with varying patterns of satisfaction regarding academic environment and personal satisfaction. Four distinct classes emerged: low satisfaction (12.6%), moderate satisfaction (15.7%), high satisfaction (54.9%) and mixed feelings (7.8%). The findings of this study will enable the university to enhance student support systems, including academic advising, counselling, and peer mentoring, to foster a more inclusive and supportive campus environment for all students, particularly those with lower satisfaction.

As Provided

2025

EJ1465594