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Randomly selected participants from a university email list completed an online questionnaire; 330 students responded to a 25-item campus community scale. Multiple regression using six community factors—teaching and learning, residential experience, diversity and acceptance, history and tradition, loneliness and stress, and socialization across backgrounds—predicted satisfaction. The regression model was significant and accounted for 45.6% of satisfaction variance, with discussion of implications for student affairs and future research within study limitations.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-relationship-between-studentsperceived-sense-of-campus-community-and-satisfaction-with-school-life/599103/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-the-relationship-between-studentsperceived-sense-of-campus-community-and-satisfaction-with-school-life/599103.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Which factors were used to predict satisfaction with school life?","Question",{"text":112,"@type":113},"The study used six factors from the sense of campus community scale: Teaching and Learning, Residential Experience, Diversity and Acceptance, History and Tradition, Loneliness and Stress, and Socialization Across Backgrounds.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},599103,1792191280,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","EXAMINING THE RELATIONSHIP BETWEEN STUDENTS’PERCEIVED SENSE OF CAMPUS COMMUNITY AND SATISFACTION WITH SCHOOL LIFE  \nAmelia Noel-Elkins  \nIllinois State University  \nScott Forrester  \nBrock University  \nDaniel Elkins  \nIllinois State University  \nBased on Boyer’s (1990) principles of community, the purpose of this study was to examine how students’ perceived sense of campus community contributed to explaining their satisfaction with school life. Participants were randomly selected from a student email address list obtained by the Office of Assessment at a mid-size university in the Midwest and were sent an electronic mail message inviting them to participate in the study by completing an on-line questionnaire. Three hundred and thirty students answered a 25-item sense of campus community scale developed by Cheng (2004), who had adopted some questions from Janosik’s (1991) Campus Community Scale and the Brief Multidimensional Student’s Life Satisfaction Scale (Zullig et al., 2005) . Multiple regression used six factors from the sense of campus community scale (Teaching and Learning, Residential Experience, Diversity and Acceptance, History and Tradition, Loneliness and Stress, and Socialization Across Backgrounds) to predict satisfaction with school life. The overall regression equation was significant (F=38.20, p\u003C.001) and the linear combination of predictor variables explained 45.6% of the variance in students’ satisfaction with their school life. The article also discusses implications of these findings for student affairs practitioners and suggestions for future research in the context of the limitations of the study.  \nPlease direct inquiries about this manuscript to: Daniel Elkins, [delkins@ilstu.edu](delkins@ilstu.edu)  \nCollege Student Affairs Journal, Volume 37(1), pp. 28-38 ISSN 2381-2338  \nCopyright 2019 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \nCAMPUS COMMUNITY AND SATISFACTION 29  \nAwide variety of factors influence col  \nlege students’ satisfaction with their  \nstudent experience on a college campus including, but not limited to, their academic experience based on the courses they take and professors with whom they interact, their out-of-class involvement, and their social experiences and support group they develop while on campus. Many of the factors influencing satisfaction relate to the perceived sense of campus community that a student may develop during their student experience. According to Boyer (1990), a university may provide a strong sense of campus community if it is effective in being educationally purposeful, open, just, disciplined, caring, and celebrative. These characteristics influence students’ satisfaction with their college experience. Colleges and universities must place focus on developing a sense of community on campus in order to retain and provide satisfying student experiences.  \nLiterature Review  \nStudents can develop a sense of community in multiple ways on college campuses. Student involvement and engagement in educationally purposeful activities is essential in developing a sense of campus community (Kinzie & Schuh, 2008) . Often, sense of community develops through the academic enterprise (Fink & Hummel, 2015) . Additionally, the use of high-impact practices, such as collaborative assignments or service/community based learning, develops a sense of community through activities outside the classroom (Kuh, 2008) . Elkins, Forrester, and Noel-Elkins (2010) found that students who participated regularly in campus activities perceived a significantly higher sense of campus community. Regardless the venue through which students develop or institutions try to provide the sense of community, the importance of a strong campus community is well established. Boyer (1990) recognized the importance of establishing a sense of campus community to impart positive influences on  \nsuch important issues as campus crime and race relations. Since ","cbCaiavKJOUxtgII","https://ap.wps.com/l/cbCaiavKJOUxtgII","pdf",158535,11,"English","# Literature Review\n## Sense of Campus Community Formation\n## Campus Community Benefits and Student Integration\n## Satisfaction With College Life and Persistence","[{\"question\":\"Which factors were used to predict satisfaction with school life?\",\"answer\":\"The study used six factors from the sense of campus community scale: Teaching and Learning, Residential Experience, Diversity and Acceptance, History and Tradition, Loneliness and Stress, and Socialization Across Backgrounds.\"}]","EXAMINING THE RELATIONSHIP BETWEEN STUDENTS’PERCEIVED SENSE OF CAMPUS COMMUNITY AND SATISFACTION WITH SCHOOL LIFE | PDF",1792088178,28]