本文研究主要目的在探討台灣地區大學生對學校的滿意度現狀，並發展一個解釋學生對學校滿意度的因果模式，運用「社會網絡」〈social network〉和「學校教學品質」做為中介變項，來分析學生個人的出身背景如何影響其學校滿意度。本研究以因素分析、多元迴歸，和路徑分析等方法，分析國立台灣師範大學高等教育研究中心釋出的資料庫，該資料庫於2003年開始以分層隨機抽樣的方式，對全國各大專院校的大三學生進行調查。
本研究的結果發現如下：〈1〉台灣地區大學生對學校滿意度〈包括學校、科系、師資與課程〉普遍有正面評價；〈2〉社會網絡、學校教學品質等兩類中介變項對於學生的學校滿意度解釋上都有顯著的影響。其中學校教學品質愈佳，學生未必對學校的滿意度愈高；〈3〉因果關係的檢證發現：不同性別、父親職業與家庭收入的學生，會因為社會網絡關係的良窳，貨對學校教學品質的感受不同，而進一步使其對學校的滿意度有所差異。最後，研究者根據研究結果，提出提升學生對學校滿意度的實務建議，及後續研究之可行方向。

The main purpose of this study is to explore the status quo and to develop a cause-and-effect model of students' school satisfaction. Using students' social net work and the teaching quality of schools as intervening variables, we investigate the effect of the students' personal background on their school satisfaction. Statistical techniques such as factor analysis, multiple regression and path analysis were used to analyze data of a national university survey which was released by the Center for Higher Education Research of National Taiwan Normal University. This survey investigated 48,899 junior students drawn from all universities and colleges by stratified random sampling in 2003. The main results of this study are as follows.
(1)College students in Taiwan generally have a positive attitude toward their schools. Specifically, they like their schools, departments, teachers, and curricula.
(2)The two intervening variables, social network and school teaching quality, significantly influence students' school satisfaction. Better teaching quality helps to increase students' school satisfaction. However, better social network does not necessarily increase students' school satisfaction.
(3)According to the results of the cause-and-effect testing, gender, father's occupation, and family income seems to result in students' different perceptions on school satisfaction, either through the mediation of social network or school teaching quality.Implications of the present study for future researchers as well as suggestions about increasing students' school satisfaction are discussed.