The Influence of Campus Cultural and Sports Activities in Colleges and Universities on College Students' Satisfaction with Campus Life
Keywords:
Campus cultural and sports activities, Campus life, Satisfaction perception, Quality perception, Fair participation, activitiesAbstract
This study explores the impact of campus cultural and sports activities on college students' satisfaction with campus life. A questionnaire survey was conducted among students in private colleges and universities in Guangdong Province, and the analysis was carried out using PLS-SEM. The study found that expectations of campus cultural and sports activities did not have a significant direct impact on students' satisfaction with campus life, but had a significant indirect impact through perceived quality and perceived equity. At the same time, engagement has a significant positive impact on satisfaction, while personality types play a moderating role between expectations and engagement. The study provides theoretical models and empirical evidence for private colleges to enhance students' satisfaction with campus life, suggesting strengthening fairness in activity design, optimizing activity quality and content, and increasing the depth of participation, etc.
References
Ministry of Education. Statistical Report on the Development of National Education in 2023; Ministry of Education: Beijing, China, 2024.
Zhang, G.P. Research on influencing factors and improvement paths of student satisfaction in private universities. Rev. Educ. Econ. 2024, 39, 45–52.
Tang, Y.; Li, J.; Wang, Q. Student satisfaction and institutional sustainability: Evidence from private colleges in China. High. Educ. Manag. 2013, 35, 112–125.
National Institute of Education Sciences. Report on the Satisfaction of Vocational College Students in China (2023); Educational Science Publishing House: Beijing, China, 2025.
Oliver, R.L. A cognitive model of the antecedents and consequences of satisfaction decisions. J. Mark. Res. 1980, 17, 460–469. https://doi.org/10.1177/002224378001700405
Fornell, C.; Johnson, M.D.; Anderson, E.W.; Cha, J.; Bryant, B.E. The American customer satisfaction index: Nature, purpose, and findings. J. Mark. 1996, 60, 7–18. https://doi.org/10.1177/002224299606000403
Adams, J.S. Inequity in social exchange. In Advances in Experimental Social Psychology; Berkowitz, L., Ed.; Academic Press: New York, NY, USA, 1965; Vol. 2, pp. 267–299. https://doi.org/10.1016/S0065-2601(08)60108-2
Astin, A.W. Student involvement: A developmental theory for higher education. J. Coll. Stud. Pers. 1984, 25, 297–308.
Goldberg, L.R. The development of markers for the Big-Five factor structure. Psychol. Assess. 1992, 4, 26–42. https://doi.org/10.1037/1040-3590.4.1.26
Parasuraman, A.; Zeithaml, V.A.; Berry, L.L. SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality. J. Retail. 1988, 64, 12–40.
Gruber, T.; Fuß, S.; Voss, R.; Gläser-Zikuda, M. Examining student satisfaction with higher education services. Int. J. Educ. Manag. 2010, 24, 570–592. https://doi.org/10.1108/09513541011080040
Colquitt, J.A. On the dimensionality of organizational justice. J. Appl. Psychol. 2001, 86, 386–400. https://doi.org/10.1037/0021-9010.86.3.386
Tang, Y.; Tang, Y. Fairness perception and student satisfaction. High. Educ. Eval. Dev. 2020, 14, 123–138. https://doi.org/10.1108/HEED-03-2020-0016
Kuh, G.D. What student affairs professionals need to know about student engagement. J. Coll. Stud. Dev. 2009, 50, 683–706. https://doi.org/10.1353/csd.0.0099
Baker, R.W.; Siryk, B. Student Adaptation to College Questionnaire (SACQ); Western Psychological Services: Los Angeles, CA, USA, 1984.
Elliott, K.M.; Healy, M.A. Key factors influencing student satisfaction. J. Mark. High. Educ. 2001, 10, 1–11. https://doi.org/10.1300/J050v10n04_01
Miller, B.K.; Simmering, M.J.; Kattaria, B. The attitude toward the color blue scale. Organ. Res. Methods 2023, 26, 150–175. https://doi.org/10.1177/10944281211045089
Hair, J.F.; Hult, G.T.M.; Ringle, C.M.; Sarstedt, M. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 3rd ed.; Sage: Thousand Oaks, CA, USA, 2022. https://doi.org/10.1007/978-3-030-80519-7
Xiao, W.L. Application and Case Analysis of Structural Equation Modeling; China Renmin University Press: Beijing, China, 2020.
Sun, R.Y. Social Research Methods; Peking University Press: Beijing, China, 2005.
Yue, C.J. The value and application of quantitative research in educational research. Educ. Res. Exp. 2016, 3, 78–82.
Feng, X.T. Sociological Research Methods; China Renmin University Press: Beijing, China, 2001.
Li, J.L. Development status of private higher education in Guangdong Province. Educ. Dev. Res. 2019, 39, 12–18.
Shepherd, C.D.; Vincent, L.H. Questionnaire design and survey data quality. J. Mark. Res. 1991, 28, 441–449. https://doi.org/10.1177/002224379102800407
Ringle, C.M.; Sarstedt, M.; Straub, D.W. A critical look at the use of PLS-SEM. MIS Q. 2012, 36, iii–xiv. https://doi.org/10.2307/41410402
Hair, J.F.; Risher, J.J.; Sarstedt, M.; Ringle, C.M. When to use and how to report PLS-SEM. Eur. Bus. Rev. 2019, 31, 2–24. https://doi.org/10.1108/EBR-11-2018-0203
Henseler, J.; Ringle, C.M.; Sinkovics, R.R. Partial least squares path modeling. In New Challenges to International Marketing; Emerald: Bingley, UK, 2009; pp. 277–319. https://doi.org/10.1108/S1474-7979(2009)0000020014
Urbach, N.; Ahlemann, F. PLS-SEM in information systems research. J. Inf. Technol. Theory Appl. 2010, 11, 5–40.
Fornell, C.; Larcker, D.F. Evaluating structural equation models. J. Mark. Res. 1981, 18, 39–50. https://doi.org/10.1177/002224378101800104
Henseler, J.; Ringle, C.M.; Sarstedt, M. A new criterion for discriminant validity. J. Acad. Mark. Sci. 2015, 43, 115–135. https://doi.org/10.1007/s11747-014-0403-8
Henseler, J.; Hubona, G.; Ray, P.A. Using PLS path modeling. Ind. Manag. Data Syst. 2016, 116, 2–20. https://doi.org/10.1108/IMDS-09-2015-0382
Doty, D.H.; Glick, W.H. Common methods bias. Organ. Res. Methods 1998, 1, 374–406. https://doi.org/10.1177/109442819814002
Malhotra, N.K.; Kim, S.S.; Patil, A. Common method variance in IS research. Manag. Sci. 2006, 52, 1865–1883. https://doi.org/10.1287/mnsc.1060.0597
Lindell, M.K.; Whitney, D.J. Accounting for common method variance. J. Appl. Psychol. 2001, 86, 114–121. https://doi.org/10.1037/0021-9010.86.1.114
Miller, B.K.; Simmering, M.J. Marker variables for detecting CMB. J. Bus. Psychol. 2022, 37, 83–102. https://doi.org/10.1007/s10869-020-09710-2
Kline, R.B. Principles and Practice of Structural Equation Modeling, 4th ed.; Guilford Press: New York, NY, USA, 2016.
Tehseen, S.; Ramayah, T.; Sajilan, S. Controlling for common method variance. J. Manag. Sci. 2017, 4, 142–168.
Chin, W.W. The partial least squares approach. In Modern Methods for Business Research; Lawrence Erlbaum: Mahwah, NJ, USA, 1998; pp. 295–336.
Zhou, Z.; Sun, X.; Fan, C. Statistical Analysis of Mediating and Moderating Effects; Peking University Press: Beijing, China, 2021.
Hair, J.F.; Sarstedt, M.; Ringle, C.M.; Gudergan, S.P. Advanced Issues in PLS-SEM; Sage: Thousand Oaks, CA, USA, 2021. https://doi.org/10.1007/978-3-030-80519-7
Bhattacharya, S.; Srivastava, A.; Li, Y. Expectation-disconfirmation in higher education services: A systematic review. J. High. Educ. Policy Manag. 2021, 43, 473–490. https://doi.org/10.1080/1360080X.2021.1912318
Ajzen, I. The theory of planned behavior. Organ. Behav. Hum. Decis. Process. 1991, 50, 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Cohen, J. Statistical Power Analysis for the Behavioral Sciences, 2nd ed.; Lawrence Erlbaum: Hillsdale, NJ, USA, 1988.
Wilt, J.; Revelle, W. Extraversion and emotional processing. Pers. Individ. Differ. 2009, 46, 569–574. https://doi.org/10.1016/j.paid.2008.12.011
Gnambs, T. The role of personality in digital learning environments: A meta-analysis. Comput. Educ. 2023, 185, 104523. https://doi.org/10.1016/j.compedu.2022.104523
Zhang, Y.; Wang, L.; Li, H. Personality and engagement: Does extraversion amplify the effect of expectations? Stud. High. Educ. 2023, 48, 234–248. https://doi.org/10.1080/03075079.2021.1977815
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2026 ICON International Journal of Management
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles in this journal are copyrighted by the x may be read and used for academic purposes, such as teaching, research, or citation, with proper credit given to the author and the journal.use or modification of the articles is prohibited without permission.
statements expressed in the articles are solely the opinions of the authors.
authors are fully responsible for the content and accuracy of their articles.
other reuse or republication requires permission from the journal."
