Teaching circumstances conducive to student satisfaction: An exploratory study

Student satisfaction is rarely studied in the French education system. When their satisfaction is the subject of a study, it is a generic satisfaction relating to their role as a student. Our work offers a situated and dynamic perspective on student satisfaction. In this context, this study proposes to examine the links that can be established between the satisfaction of students engaged in their learning activity and the nature of the situations offered to them. It is part of a research program whose epistemological foundations come from a culturalist anthropology mainly inspired by the analytic philosophy of Wittgenstein (2004). It was conducted as part of an experimental initiative involving students in a situation of peer tutoring, a situation at the heart of which access to their filmed activity as well as to selected video extracts should allow them to overcome their main learning challenges. The results presented make it possible (i) to identify the dynamics of the satisfaction of the students engaged in the experimental initiative and (ii) to identify the teaching circumstances behind this dynamic.