Anne Plischke develops an empirical model of study satisfaction that for the first time incorporates underlying scientific-theoretical dimensions of psychology. The discrepancy between students' understanding of science and the perceived university understanding of science proves to be the most important predictor of satisfaction. Additionally, the university's dominance of behavioral therapy in contrast to student preferences significantly influences study satisfaction. Furthermore, for the first time, students' attitudes towards a psychotherapy degree program are examined, with three-quarters of students expressing support for such a program. These empirical analyses are framed by in-depth discussions on the history, present, and (possible) future of academic psychology.