Abstract:

The paper investigated the relationship between student-university fit and student outcomes, including satisfaction and performance. Through a correlational approach, the research examines the connections between learning environments and undergraduate students' outcomes, utilizing three distinct measures of student-university fit: values congruence, personality congruence, and work environment congruence. Each dimension is explored in terms of theoretical frameworks and empirical evidence. Hypotheses are formulated to establish connections between these three types of congruences and the classroom environment. Data were collected from 165 psychology undergraduate students across three universities in Romania. Utilizing Linear Regression analysis provides insights into how various factors, such as values congruence, personality congruence, and work environment congruence, impact undergraduate student outcomes. Consistent with the hypotheses, the results indicate that classroom environment congruence strongly and positively predicts undergraduate students’ satisfaction and performance. Personality congruence emerges as a predictor of student performance but does not significantly impact satisfaction. In turn, values congruence emerges as a significant predictor of satisfaction in classroom activities. However, contrary to expectations, values congruence does not impact students' performance. The study discusses the educational implications of these findings and suggests potential avenues for future research.

Keywords:

Student-university fit, personal values and personality traits as antecedents of satisfaction classroom environment and performance.