Empirical evidence for a socio-cognitive model of academic satisfaction: A review and meta-analysis approach

The study of Academic Satisfaction (AS) has increased as researchers and educators recognized AS as a key variable to explain problems regarding academic performance, motivation and retention. Moreover, actual research sustains the importance of studying the role of AS and to analyze the factors that promote it. The elaboration of AS judgments is a complex process that involves different variables. In this paper, a review is presented in order to display the individual contribution of every factor in Lent’s AS model. The main purpose is to provide a summary of empirical investigations of the interrelation of the proposed factors, which will enable researchers to reach conclusions about the fit of the model. The collected evidence in this study justifies each of the assumptions made in Lent´s AS model. The meta-analysis is consistent with these findings.