Early Maladaptive Schemas and Their Relationship with Academic Satisfaction among Third-Year Speech Therapy Students
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Abstract
This study examines the relationship between early maladaptive schemas and academic satisfaction among Third-Year Speech Therapy Students, assessing whether these cognitive schemas can predict their level of academic satisfaction. Engaging a purposively selected sample of 101 students aged 21 to 35 years, the research employs the Early Maladaptive Schemas Scale and the Academic Satisfaction Scale to derive its findings. The study concludes that there is no statistically significant correlation between early maladaptive schemas and academic satisfaction among these students. Furthermore, it establishes that early maladaptive schemas do not serve as a predictor of academic satisfaction in this group. Notably, the study reveals a high level of academic satisfaction among the students surveyed.
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