What Shapes Undergraduate Students’ Satisfaction in Unstable Learning Contexts?

Abstract

This paper investigates what determinants, and to what extent, they influence students’ satisfaction in unstable learning contexts. Using a national-scaled sample of Vietnamese HEIs with a sound theoretical background, we find that regardless of instabilities from external shocks, the key factors that shape students’ satisfaction are fixed by traditional norms (self-efficacy, infrastructure, lecturer) rather than occasional factors occurring from each event. We find in particular that self-efficacy is the most influential factor for students’ satisfaction and friendship is the most prominent element that enhances students’ self-efficacy. Overall, this paper enriched the literature on student satisfaction, especially during unstable contexts. Thus, it has important implications for educators and HEIs stakeholders in management planning in the time to come.