PropertyValue
?:abstract
  • Emotion experienced in the classroom has been shown to influence subject-level satisfaction and loyalty to the institution. To date, a valid and reliable scale to measure higher-education satisfaction emotions does not exist and this study aims to rectify this shortfall. After a qualitative and quantitative investigation, 14 emotions that formed three dimensions were retained. These emotions, when combined with performance perceptions, explained 71% of the variance in satisfaction with a learning and teaching experience that, in turn, explained 82% of the variance in loyalty to the institution. This scale can complement existing evaluation instruments and assist education managers and marketers in capturing a richer understanding of their students' experience, which, if managed correctly, can lead to enhanced reputation and increased future enrolments. ()
?:appearsInJournal
?:citationCount
  • 17 ()
is ?:cites of
?:cites
?:created
  • 2016-06-24 ()
?:creator
?:doi
  • 10.1080/07294360.2012.674496 ()
?:endingPage
  • 299 ()
?:estimatedCitationCount
  • 17 ()
is ?:hasCitedEntity of
is ?:hasCitingEntity of
?:hasDiscipline
?:hasURL
?:issueIdentifier
  • 2 ()
?:language
  • en ()
?:publicationDate
  • 2013-04-01 ()
?:publisher
  • Routledge ()
?:rank
  • 20762 ()
?:referenceCount
  • 57 ()
?:startingPage
  • 287 ()
?:title
  • Higher Education Emotions: A Scale Development Exercise. ()
?:type
?:volume
  • 32 ()

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