TY  - JOUR
T1  - Akademik Yaşam Doyumu,  Sosyal Doyum ve Yüz Yüze İletişim İlişkisi
TT  - The Relationship Between Academic Life Satisfaction, Social Satisfaction and Face to Face Communication
AU  - Öztat, Fatma
PY  - 2025
DA  - December
Y2  - 2025
DO  - 10.53478/yuksekogretim.1571199
JF  - Yükseköğretim Dergisi
JO  - TÜBA-HER
PB  - Türkiye Bilimler Akademisi
WT  - DergiPark
SN  - 2146-796X
SP  - 537
EP  - 554
VL  - 15
IS  - 3
LA  - tr
AB  - Akademik başarının göstergelerinden biri olarak kabul edilen akademik yaşam doyumu, bireylerin eğitim sürecinde akademik yaşantılarına, öznel refah açısından bir bakış açısı getirmesiyle öne çıkmaktadır. Akademik yaşam doyumu son dönemde çeşitli psikososyal göstergelerle ilişkilendirilmektedir. Bu açıdan akademik yaşam doyumunun, öğrencilerin sosyal hayatının bir göstergesi olan sosyal doyumla ve doyum araştırmalarında öne çıkan yüz yüze iletişim düzeyiyle var olabilecek ilişkisi merak konusudur. Bu problemden hareketle bu çalışmada Selçuk Üniversitesi İletişim Fakültesi öğrencileri ile yüz yüze bir anket çalışması gerçekleştirilmiştir. 493 kişilik bir katılımcı sayısına ulaşan ankette Nogueira ve arkadaşlarının (2019) geliştirdiği, Odacı ve arkadaşlarının (2021) Türkçeye uyarladığı Akademik Yaşam Doyumu Ölçeği ile Attanasio’nun (2008), Diener ve arkadaşlarından (1985) uyarladığı Sosyal Doyum Ölçeği kullanılmıştır. Sosyal Doyum Ölçeği bu çalışma kapsamında Türkçeye çevrilmiş, geçerlik ve güvenirlik analizleri yapılmıştır. İlgili araştırmanın sonuçlarına göre; akademik yaşam doyumu genel düzeyi ile sosyal doyum ve akademisyenlerle yüz yüze iletişim düzeyi arasında pozitif anlamlı ilişki bulunmaktadır. Öğrencilerin arkadaşlarıyla kurduğu yüz yüze iletişim, sosyal doyumu desteklemektedir. Kız öğrencilerin akademik ortalaması ve akademik yaşam doyumu, erkek öğrencilerden daha yüksektir. Öğrencilerin yaşı arttıkça arkadaşlarıyla kurdukları yüz yüze iletişim düzeyleri düşerken, akademik yaşam doyumları artmaktadır. Yurtta kalan ve parçalanmış ailesiyle hayata tutunmaya çalışan öğrencilerin sosyal doyum açısından desteklenmesi gerekmektedir. Hayalindeki bölümü okuyan öğrencilerin akademik yaşam doyumu, sosyal doyumu ve yüz yüze iletişim düzeyleri diğer öğrencilere göre daha yüksektir. Akademik yaşam doyumuna, sosyal doyum ve yüz yüze iletişim açısından bir bakış sunmayı hedefleyen bu çalışmada, demografik veriler ve öğrencilerin eğitim durumu çerçevesinde çok boyutlu bir yaklaşım sunulmaya çalışılmıştır.
KW  - Akademik Yaşam Doyumu
KW  - Sosyal Doyum
KW  - Yüz Yüze İletişim.
N2  - Academic life satisfaction, which is accepted as one of the indicators of academic success, stands out as it brings a perspective to the academic life of individuals in terms of subjective well-being in the education process. Academic life satisfaction has recently been associated with various psychosocial indicators. In this respect, it is a matter of curiosity that academic life satisfaction is related to social satisfaction, which is an indicator of students’ social life, and the level of face-to-face communication, which stands out in satisfaction research. Based on this problem, a face-to-face survey was carried out with the students of Selcuk University Faculty of Communication in this study. In the survey, which reached a number of 493 participants, the Academic Life Satisfaction Scale developed by Nogueira et al. (2019), adapted to Turkish by Odacı et al. (2021) and the Social Satisfaction Scale adapted by Attanasio (2008) from Diener et al. (1985) were used. Within the scope of this study, the Social Satisfaction Scale was translated into Turkish and validity and reliability analyzes were made. According to the results of the relevant research; there is a positive significant relationship between the general level of academic life satisfaction and social satisfaction and the level of face-to-face communication with academics. Students who stay in dormitories and try to hold on to life with their broken families need to be supported in terms of social satisfaction. In this study, which aims to present a view of academic satisfaction in terms of social satisfaction and face-to-face communication, a multidimensional approach was tried to be presented within the framework of demographic data and educational status of students.
CR  - An, M., Ma, X. & Wu, H. (2023). Medical students’ academic satisfaction: Social cognitive factors matter. Medical Education, 57(12), 1239-1247. https://doi.org/10.1111/medu.15070
CR  - Attanasio, M. (2008). Internet addiction and social satisfaction [Yüksek lisans tezi, Rowan University].
CR  - Balkis, M. & Duru, E. (2017). Gender differences in the relationship between academic procrastination, satisfaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125.
CR  - Baños, R., Baena-Extremera, A. & Ortiz-Camacho, M. (2019). Prediction of the satisfaction with the student life, based on teaching competence and satisfaction with the school. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02506
CR  - Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek gelistirmede kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32, 470-483.
CR  - Büyüköztürk, Ş. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
CR  - Casey, D. M. (2004, June 10). The impact of distance learning on interpersonal communication satisfaction: A comparison of online and face -to -face community college classrooms. ProQuest. Retrieved August 7, 2024 from https://www.proquest.com/docview/305176955?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses
CR  - Clarke, T., McLellan, R. & Harold, G. (2023). Beyond life satisfaction: Wellbeing correlates of adolescents’ academic attainment. School Psychology Review, 1-20. https://doi.org/10.1080/2372966X.2023.2217980
CR  - Collie, R. (2024). Social-emotional need satisfaction and students’ academic engagement and social-emotional skills. Educational Psychology, 117-135. https://doi.org/10.1080/01443410.2024.2324751
CR  - Çarkıt, E. (2023). The roles of COVID-19 diagnosis and COVID-19 stress on the links among academic support, academic self-efficacy, and academic satisfaction: Boundary conditions. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-024-09649-8
CR  - Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Pegem Akademi.
CR  - Davcik, N. (2014). The use and misuse of structural equation modeling in management. Journal of Advances in Management Research, 11(1), 47-81.
CR  - Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. https://doi.org/10.1037/0033-2909.95.3.542
CR  - Diener, E., Emmons, R., Larsen, R. & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
CR  - Downs, C. & Hazen, M. (1977). A factor analytic study of communication satisfaction. Journal of Business Communication, 14(3), 63-73.
CR  - Ferla, J., Valcke, M. & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505. https://doi.org/10.1016/j.lindif.2009.05.004
CR  - Foroughi, B., Griffiths, M. & Iranmanesh, M. (2021). Associations between Instagram addiction, academic performance, social anxiety, depression, and iife satisfaction among university students. International Journal of Mental Health and Addiction, 20, 2221–2242. https://doi.org/10.1007/s11469-021-00510-5
CR  - Gregg Wayne, E. (1971). Graduate student satisfaction: Academic and non-academic. Annual Meeting of the American Educational Research Association. New York.
CR  - Gülnar, B. (2013). İletişim doyumu boyutları ile örgütlenme yapısı ilişkisi: Selçuk Üniversitesi akademisyenleri örneği. Selçuk İletişim, 5(4), 62-82. https://doi.org/10.18094/si.98803
CR  - Gülnar, B. & Öztat, F. (2021). Sosyal medya ve aile iletişim doyumu. Literatürk .
CR  - Hair, J. S. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3), 414-433.
CR  - Hall, J., Dominguez, J. & Mihailova, T. (2023). Interpersonal media and face to face communication: Relationship with life satisfaction and loneliness. Journal of Happiness Studies, 24, 331–350 . https://doi.org/10.1007/s10902-022-00581-8
CR  - Haspolat, N. & Ağirkan, M. (2024). When parents press for achievement: The relationship between academic stress, insomnia, adolescent-parent relationships, and life satisfaction. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-024-02921-z
CR  - Honicke, T. & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002
CR  - Işık, E., Ulubey, E. & Kozan, S. (2018). An examination of the social cognitive model of well-being in Turkish college students. Journal of Vocational Behavior, 106, 11-21. https://doi.org/10.1016/j.jvb.2017.11.010
CR  - Karakaya, K. (2021). Ölçek geliştirme ve güvenirlik analizleri: Jamovi uygulaması. Türk Akademik Araştırmalar Dergisi [TARR], 6(5), 1330-1384. https://doi.org/10.30622/tarr.1004560
CR  - Lent, R. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51, 482-509. https://doi.org/10.1037/0022-0167.51.4.482
CR  - Lent, R., Singley, D., Sheu, H. & Schmidt, J. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15(1), 87-97. https://doi.org/10.1177/1069072706294518
CR  - Lent, R., Taveira, M., Sheu, H. & Singley, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of Vocational Behavior, 74(2), 190-198. https://doi.org/10.1016/j.jvb.2008.12.006
CR  - Lyons, M. & Huebner, E. (2016). Academic characteristics of early adolescents with higher levels of life satisfaction. Applied Research Quality Life, 11, 757-771. https://doi.org/10.1007/s11482-015-9394-y
CR  - MacKenzie, S. (2012). Common method bias in marketing: Causes, mechanisms, and procedural remedies. Journal of Retailing, 88(4), 542-555.
CR  - Nevill, A. & Rhodes, C. (2004). Academic and social integration in higher education: A survey of satisfaction and dissatisfaction within a first-year education studies cohort at a new university. Journal of Further and Higher Education, 179–193. https://doi.org/10.1080/0309877042000206741
CR  - Nogueira, M., Seabra, P., Alves, P., Teixeira, D., Carvalho, J. & Sequeira, C. (2022a). Predictors of positive mental health in higher education students. A cross-sectional predictive study. Perspectives in Psychiatric Care, 1-8. https://doi.org/10.1111/ppc.13145
CR  - Nogueira, M., Sequeira, C. & Sampaio, F. (2022). Gender differences in mental health, academic life satisfaction and psychological vulnerability. Journal of Gender Studies, 31(8), 895-904. https://doi.org/10.1080/09589236.2021.1979945
CR  - Nogueira,, M., Antunes, J. & Sequeira, C. (2019). Development and psychometric study of the Academic Life Satisfaction Scale (ALSS) in a higher education students sample. Nursing & Healthcare International Journal, 3(2), 1-8. https://doi.org/10.23880/nhij-16000183
CR  - Ocker, R. & Yaverbaum, G. (1999). Asynchronous computer-mediated communication versus face-to-face collaboration: Results on student learning, quality and satisfaction. Group Decision and Negotiation, 8, 427–440. https://doi.org/10.1023/A:1008621827601
CR  - Odacı, H., Kaya, F. & Kınık, Ö. (2021). Akademik yaşam doyumu ölçeği’nin Türkçe versiyonu. Ege Eğitim Dergisi, 22(1), 1-15. https://doi.org/10.12984/egeefd.793020
CR  - Ojeda, L., Flores, L. & Navarro, R. (2011). Social cognitive predictors of Mexican American college students’ academic and life satisfaction. Journal of Counseling Psychology, 58(1), 61–71. https://doi.org/10.1037/a0021687
CR  - Öztat , F. (2019). Aile içi iletişim doyumu ve sosyal medya kullanım ilişkisi [Yüksek Lisans Tezi, Selçuk Üniversitesi].
CR  - Perrucci, R. & Hu, H. (1995). Satisfaction with social and educational experiences among international graduate students. Research in Higher Education, 36, 491–508. https://doi.org/10.1007/BF02207908
CR  - Quinn, P. & Duckworth, A. (2007). Happiness and academic achievement: Evidence for reciprocal causality. The Annual Meeting of the American Psychological Society, 1-6.
CR  - Rand, K., Shanahan, M., Fischer, I. & Fortney, S. (2020). Hope and optimism as predictors of academic performance and subjective well-being in college students. Learning and Individual Differences, 81. https://doi.org/10.1016/j.lindif.2020.101906
CR  - Roeser, R. & Eccles, J. (2000). Schooling and mental health. A. J. Sameroff (Ed.), Handbook of Developmental Psychopathology (s. 135-156) içinde. Plenum.
CR  - Santillán-García, N., Rueda-Espinoza, K., Orozco-Moreno, Z., Moreta-Herrera, R. & Rodas, J. (2024). The mediating role of satisfaction with life in the relationship between hope and academic satisfaction among Ecuadorian university students. Revista de Psicodidáctica. https://doi.org/10.1016/j.psicoe.2024.500154
CR  - Sheu, H., Mejia, A., Rigali-Oiler, M., Primé , D. & Chong, S. (2016). Social cognitive predictors of academic and life satisfaction: Measurement and structural equivalence across three racial/ethnic groups. Journal of Counseling Psychology, 63(4), 460-474. https://doi.org/10.1037/cou0000158
CR  - Sudheesh Kumar, P. & Dileep, P. (2006, March). Academic life satisfaction scale (ALSS) and its effectiveness in predicting academic success, ERIC. Retrieved August 10, 2025 from https://eric.ed.gov/?id=ED491869
CR  - Suldo, S., Riley, K. & Shaffer, E. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International, 27(5), 567-582. https://doi.org/10.1177/0143034306073411
CR  - Tabachnick, B. & Fidell, L. (2015). Using multivariate statistics (Vol. 5). Pearson.
CR  - Tabbodi, M., Rahgozar, H. & Mozaff, M. (2015, July). The relationship between happiness and academic achievements. European Online Journal of Natural and Social Sciences. Retrieved September 10, 2024 from https://european-science.com/eojnss_proc/article/view/4227/1949
CR  - Townsend, M. & Hicks, L. (1997). Classroom goal structures, social satisfaction and the perceived value of academic tasks. British Journal of Educational Psychology, 67, 1-12. https://doi.org/10.1111/j.2044-8279.1997.tb01222.x
CR  - Yu, Y., Chen, X., Li, D., Liu, J. & Yang, F. (2022). Growing up happy: Longitudinal relations between children’s happiness and their social and academic functioning. The Journal of Positive Psychology, 18(4), 531–546. https://doi.org/10.1080/17439760.2022.2093783
CR  - Zhan, Z. & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments,. Computers & Education, 69, 131-138. https://doi.org/10.1016/j.compedu.2013.07.002
CR  - Zhang, Y., Zhang, X. & Meng, Z. (2024). Effect of interactive immediacy on online learning satisfaction of international students in Chinese universities: The chain mediating role of learning interest and academic engagement. Acta Psychologica, 244. https://doi.org/10.1016/j.actpsy.2024.104202
UR  - https://doi.org/10.53478/yuksekogretim.1571199
L1  - https://dergipark.org.tr/tr/download/article-file/4304581
ER  -