Exploring Effects of Perceived Justice and Motivation on Satisfaction in Higher Education

Abstract

Purpose: For many Vietnamese students, the national high school graduation examination is one of the most important exams in their lives, transitioning from high school to tertiary education. Considering that the national examination is exceptionally important for admission of higher education, failure of management system and educational inequalities lead to serious academic concerns. By using the concept of justice and motivation, the current study aimed to explore the effects of justice dimensions and motivation on student satisfaction in the context of education, specifically focusing on the national examination for higher education. Research design, data and methodology: In this regard, this study proposed a conceptual model and conducted an online survey to test relevant hypotheses. Results: The empirical findings of the study found that procedural, distributive justice, and intrinsic motivation affected the level of student satisfaction. Conclusions: The results of this study would be useful for policymakers to make more informed choices and also suggest further programs and projects of the Vietnamese government, aiming to develop the system of university admissions in the future. This study suggests that adoption of better management system and policies will significantly affect academic satisfaction and higher education environment.