جستجوی مقالات مرتبط با کلیدواژه "رضایت تحصیلی" در نشریات گروه "حسابداری"

This study investigated the activity-based active learning method (ABAL) and the lecture-based method (traditional) from the perspective of the effect on the satisfaction of accounting students in the tax accounting course. This study was conducted on the students who had taken the tax accounting course in the second semester of the academic year 1401-1400. The study sample was selected based on the available population and includes two groups of tax accounting students totaling 102 people (51 people in the experimental group and 51 people in the control group) from three educational centers, where both groups were taught by one of the researchers. After training with the mentioned two educational methods, at the end of the semester, the academic satisfaction of the students was measured with the sub-scales of the class holding method, the feedback process and its facilitation, and the content of the lesson by means of a questionnaire whose reliability and validity were confirmed. Data were compared through t-test. The results of statistical analysis showed that the level of academic satisfaction of students in the experimental group (ABAL) is higher compared to the control group (traditional). This result indicates that the use of new educational methods can increase the satisfaction of students as customers of educational centers and ultimately guarantee the competitiveness of those centers.

Psychological well-being represents the dimensions of positive mental health that increase self-efficacy and, through it, the positive functioning of individuals can be measured. In addition to enhancing psychological well-being, self-efficacy can also affect students' academic satisfaction. Therefore, the purpose of this research was to investigate the effect of psychological well-being on academic satisfaction of graduate students in accounting with the moderating role of self-efficacy. The statistical sample of the study includes 497 graduate students of accounting at the Islamic Azad University throughout the country in 2021 who were selected by the non-random sampling method of the available type. The standard questionnaire was used in this research. Also, research hypotheses were tested by modeling structural equations using PLS software. The research results show that psychological well-being has a positive and significant effect on academic satisfaction and self-efficacy of accounting graduate students. Self-efficacy also has a positive and significant effect on the academic satisfaction of graduate accounting students. Also, self-efficacy plays a moderating role in the relationship between psychological well-being and academic satisfaction of graduate accounting students. The results of this research can be useful for policymakers in Islamic Azad University, to develop appropriate programs for academic satisfaction and prepare applications to effectively use the psychological well-being and self-efficacy beliefs of graduate students.