本研究通过发放纸质版问卷对来自北京师范大学7个学部（院、系）的705名2019级本科生进行调查。首先，对弗洛姆的社会性格理论和阿斯汀的学生参与理论进行梳理，对既往研究成果进行总结，找出适切性理论框架。其次，对高考志愿选择自由性和就读满意度现状及成因进行分析。最后，分析高考志愿选择自由性对就读满意度的影响。

通过实证分析，本研究得出4个方面的结论：

第一，学生的高考志愿选择自由性较高，但独立性存在欠缺。

第二，大学生就读满意度较高，在就读体验上的分层微弱。大学生就读满意度整体处于较好水平，但学习生活各维度差异明显。

第三，独立性和课堂教学是高考志愿选择自由性对就读满意度影响机制的核心。课堂教学满意度受高考志愿选择自由性的影响最为强烈。高考志愿选择行为的独立性是影响大学生满意度的首要路径。

第四，高考志愿选择自由性对就读满意度产生影响的核心是“创制型人格”。健全的社会性格可以促进大学生在非客观环境上拥有更好的就读体验。

This study conducted a survey and empirical analysis of 705 second-year undergraduates from 7 departments (colleges and departments) of Beijing Normal University by issuing paper questionnaires. First of all, it sorts out Fromm's theory of Social Character and Astin's theory of Student Participation, summarizes previous research results, and finds an appropriate theoretical framework. Secondly, it analyzes the current situation and causes of the freedom of college and college student satisfaction. Finally, it analyzes the influence mechanism and reasons of the freedom of college choice on the student satisfaction.

Through empirical analysis, this article draws four conclusions:

First, the students' college choice is relatively free, but there is a lack of independence.

Second, college students are more satisfied with their university, and there is no obvious difference in the study experience. The overall satisfaction is at a good level, but there are obvious differences in the different aspects of study and life.

Third, independence and teaching activities are the core of the mechanism that the freedom of college choice has an impact on the satisfaction of studying. Satisfaction of teaching activities is most strongly influenced by the freedom of college choice. In the same way, the independence of college choice is the primary path that affects college students satisfaction.

Fourth, the core of the influence of the freedom of college choice on college students satisfaction is "productive character". Healthy social character can promote college students to have a better experience during the university in a non-objective environment.