Academic Satisfaction Scale--Chilean Adaptation

Vergara-Morales, Jorge; Valle, Milenko Del; Díaz, Alejandro; Pérez, Maidelyn Díaz

doi:10.1037/t72992-000

Cited by 3 publications

(8 citation statements)

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“…Likewise, although there are instruments to measure academic satisfaction, whose validity and reliability evidence has been previously assessed in Chilean university students [25,26], none is specifically adapted to online teaching or aspects proper to Emergency Remote Teaching.…”

Section: Purpose Of This Studymentioning

confidence: 99%

“…(QSA, Academic Satisfaction Questionnaire) of Soares and Almeida, translated and adapted to the Chilean population [25], the Curriculum Evaluation Scale developed by Glaría et al [34] and the Lent Academic Satisfaction Scale, validated in Chile by Vergara-Morales et al [26]. All these instruments were validated in Chile.…”

Section: Plos Onementioning

confidence: 99%

“…All these instruments were validated in Chile. However, they center on the formation process conditions [25,34] or students' well-being [26], but not in their contribution to the students' learning. For this reason, the Remote Teaching Satisfaction Scale is centered on the impact attributed by the students to the formation conditions on the learnings achieved.…”

Section: Plos Onementioning

confidence: 99%

“…Contribution to learning: Based on the unidimensional satisfaction scales model previously validated in university students [25,26], the perception of teaching, evaluation and planning of teaching was incorporated as a single factor, centering on the degree in which the student perceived that these activities had favored his learning. Elements proper to the Emergency Remote Teaching were incorporated into its wording.…”

Section: Plos Onementioning

confidence: 99%

“…It is understood that, from a constructivist viewpoint, the students must be the center of good teaching [37] actively involving the students [38], it is necessary to incorporate measurements to allow that the students themselves should evaluate how involved they are in this process. This is necessary to go beyond the focus of academic satisfaction as a mere evaluation of the service received [26].…”

Section: Students Involvementmentioning

confidence: 99%

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Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students

et al. 2021

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Introduction Due to the health crisis caused by the COVID-19 pandemic, 220 million college students in the world had to halt face-to-face teaching and migrate to what has been called Emergency Remote Teaching, using virtual media, but without adequate preparation. The way this has impacted the student body and its satisfaction with the training process is unknown and there are no instruments backed by specific validity and reliability studies for this teaching context. This is why this study aims to analyze the psychometric properties of the Remote Teaching Satisfaction Scale applied to Chilean health sciences students. Method Quantitative study by means of surveys. We surveyed 1,006 health careers undergraduates chosen by convenience sampling. They came from six Chilean universities, located over a distance of 3,020 kilometers and followed 7 different careers. Women comprised the 78.53%. They answered the Remote Teaching Satisfaction Scale online to evaluate their perception of the first Emergency Remote Teaching term in 2020. Results A descriptive analysis of the items showed a moderate to positive evaluation of the teaching. The Confirmatory Factorial Analysis showed an adequate adjustment of the theoretical four factors model to the data obtained (CFI = 0.959; TLI = 0.953; RMSEA = 0.040). Correlations among factors oscillated from r = 0.21 to r = 0.69. The measurement invariance analysis supported the Configural, Metric and a partial Scalar model. Differences were found in three of the four factors when comparing the first-year students with those of later years. Finally, the Cronbach’s α and McDonald’s ω coefficients were over 0.70. Discussion The results display initial psychometric evidence supporting the validity and reliability of the Remote Teaching Satisfaction Scale to assess academic satisfaction in Chilean health careers students. Likewise, it is seen that first-year students show higher satisfaction levels about the implemented teaching.

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Section: Purpose Of This Studymentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Section: Students Involvementmentioning

confidence: 99%

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Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students

et al. 2021

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Validación de una Escala de Satisfacción Académica de Prácticas Profesionales

Ramírez-Cruz,

Pedraza-Medina,

Ávalos Latorre

2018

acs

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El objetivo de la investigación fue diseñar y validar una escala para medir el nivel de satisfacción académica en universitarios respecto a las prácticas en escenarios reales de psicología. El instrumento se sometió a un proceso de validez por un conjunto de expertos y la validez de constructo por medio del análisis factorial exploratorio. Para ello participaron 118 estudiantes pertenecientes a una universidad pública mexicana. Los resultados indican una confiabilidad de .91 de alpha de Cronbach. Como principales resultados se identificaron tres dimensiones: rol del facilitador, desempeño ético estudiantil y estrategia didáctica. En conclusión, consideramos que la escala es válida y confiable para medir satisfacción académica hacia las prácticas en escenarios reales.

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Estudio Comparativo De Los Factores Asociados Al Rendimiento Académico en Estudiantes Universitarios.

Osorio¹,

Quiñonez²,

Morales³

2022

rpsicologia

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El objetivo fue analizar las diferencias entre los diversos factores personales, sociales e institucionales en los grupos de alto y bajo rendimiento académico de estudiantes universitarios. Se empleó un enfoque cuantitativo, no experimental, transversal, con una muestra de n=981estudiantes, se evaluó mediante un cuestionario. Para el análisis de los datos, se realizó estadística descriptiva, bivariada y multivariante, específicamente el análisis discriminante. En los resultados se evidencian las variables que discriminaron entre los grupos, apoyo familiar, servicios educativos e insatisfacción con la licenciatura que clasificaron adecuadamente al 66,1% de los jóvenes en los grupos. Estas variables predicen ligeramente mejor la pertenencia de los participantes al grupo de alto rendimiento escolar. Se discuten resultados.

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Academic Satisfaction Scale--Chilean Adaptation

Cited by 3 publications

References 0 publications

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students

Satisfaction with remote teaching during the first semester of the COVID-19 crisis: Psychometric properties of a scale for health students

Validación de una Escala de Satisfacción Académica de Prácticas Profesionales

Estudio Comparativo De Los Factores Asociados Al Rendimiento Académico en Estudiantes Universitarios.

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