Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

Esteban, Renzo Felipe Carranza; Mamani-Benito, Óscar; Castillo-Blanco, Ronald; Lingán, Susana K.; Cabrera-Orosco, Isabel

doi:10.3389/feduc.2022.867997

Cited by 4 publications

(6 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Si no se cumplen estas condiciones, el estudiante suele experimentar estrés académico o pensar en abandonar los estudios. (25) Por lo tanto, la satisfacción académica se considera una variable crítica para comprender la experiencia académica de los estudiantes. (26) En efecto, la literatura muestra que una alta satisfacción académica se asocia con una mejor motivación de los estudiantes hacia el aprendizaje, una mayor autoeficacia, resultados de aprendizaje positivos, compromiso para continuar con los estudios y niveles más bajos de estrés y comportamiento disfuncional.…”

Section: Satisfacción Académicaunclassified

Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students

Estrada-Araoz,

Larico-Uchamaco,

Roman-Paredes

et al. 2024

Salud, Ciencia y Tecnología

View full text Add to dashboard Cite

Introducción: La satisfacción académica es un componente fundamental que influye en la experiencia educativa de los estudiantes y repercute directamente en su rendimiento académico y bienestar general. Objetivo: Determinar si el afrontamiento al estrés y la autoeficacia predicen la satisfacción académica de los estudiantes universitarios.Métodos: Estudio cuantitativo, no experimental, predictivo y de corte transversal. La muestra estuvo conformada por 301 estudiantes a quienes se les administró la Escala de Afrontamiento del Estrés Académico, la Escala de Autoeficacia General y la Escala de Satisfacción académica, instrumentos con adecuadas propiedades psicométricas.Resultados: Se halló, preliminarmente, que la satisfacción académica se correlacionó de manera directa y significativa con el afrontamiento al estrés (r= 0,449; p<0,05) y la autoeficacia (r= 0,521; p<0,05). Del mismo modo, se halló que el afrontamiento al estrés también se correlacionó de manera directa y significativa con la autoeficacia (r= 0,438; p<0,05). Por otro lado, el análisis de regresión múltiple demostró un ajuste adecuado para el modelo (F= 53,128; p<0.05), donde el afrontamiento al estrés (β= 0,302; p<0,05) y la autoeficacia (β= 0,491; p<0.05) explicaron el 27,3% de la varianza total de la variable satisfacción académica.Conclusiones: El afrontamiento al estrés y la autoeficacia predicen la satisfacción académica de los estudiantes universitarios. Por ello, se recomienda la implementación de estrategias específicas fomentando así un ambiente académico más propicio para el bienestar estudiantil y el éxito académico.

show abstract

Section: Satisfacción Académicaunclassified

Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students

Estrada-Araoz,

Larico-Uchamaco,

Roman-Paredes

et al. 2024

Salud, Ciencia y Tecnología

View full text Add to dashboard Cite

show abstract

“…Similar to other studies conducted in the context of the COVID-19 pandemic (Carranza et al, 2022), the present research is classified as an explanatory cross-sectional study (Ato et al, 2013). This means an associative strategy was employed (allowing exploration of the functional relationship between variables) under a design that tests theoretical models about the relationships among a set of variables, as derived from an underlying theory.…”

Section: Design and Participantsmentioning

confidence: 99%

“…In the current research, the Cronbach's alpha coefficient value estimating reliability was good (ω = 0.82). This instrument has also been used in studies related to the COVID-19 pandemic (Carranza et al, 2022).…”

Section: Satisfaction With Studiesmentioning

confidence: 99%

“…In the Peruvian context, satisfaction with studies has been a recurrent area of interest in scientific literature. Previous research has explored its correlation with life satisfaction, mental health, and other psychosocial factors affecting university life (Carranza et al, 2022;Carranza Esteban et al, 2022). Yet, with the transition back to in-person classes, there's a knowledge gap on how this shift has impacted academic satisfaction and its associated variables.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

Mamani-Benito,

Esteban,

Huayta-Meza

et al. 2024

Front. Educ.

Self Cite

View full text Add to dashboard Cite

IntroductionThe COVID-19 pandemic has significantly transformed various sectors, including higher education, exposing structural weaknesses and fostering the adoption of innovative teaching methods. This situation has created the need to understand how these changes have affected the academic satisfaction, academic engagement, and mental well-being of university students during the return to in-person education at universities.MethodsIn this explanatory study, 1,321 Peruvian university students (52.1% women) aged between 18 and 35 years old (M = 20.16, SD = 3.04) participated. Participants were selected through a non-probabilistic convenience sampling method, recruited from the 3 regions of Peru (88.7% from the highlands, 76.2% from private universities), from faculties such as business sciences, humanities and education, engineering, and health sciences. Data were collected using the Emotional Exhaustion Scale (EES), the Brief Scale of Satisfaction with Studies (BSSS), and the Academic Engagement Scale (UWES S9).ResultsThe model relating the study variables showed an adequate fit: χ2(4) = 31.5, p < 0.001, CFI = 0.986, RMSEA = 0.072, SRMR = 0.017. The hypotheses were supported, showing the effect on satisfaction with studies both from emotional exhaustion, β = −0.11, p < 0.001, and from academic engagement, β = 0.61, p < 0.001. Additionally, a 43% variance was explained in satisfaction with studies.ConclusionThis study evidence that, in the post-pandemic context, emotional exhaustion is a negative predictor of academic satisfaction, while academic engagement is positively associated with it. These findings suggest the need for educational strategies that mitigate emotional exhaustion and promote academic engagement to improve student satisfaction and well-being in the new educational normality.

show abstract

“…Many potential factors may influence students' life satisfaction [20]. Previous studies have extensively addressed academic performance and physical activities [21], educational growth [22], social networking sites, social benefit and social overload [23], perceived parenting styles, academic achievement and motivation [24], emotional intelligence, and grit [25], constructs of subjective norms, general health, positive attitude, and optimism [26], academic performance, social anxiety, depression, and social networking sites [27], grit, stressful life events, and depression [28], and family, academic satisfaction, and self-esteem [29] among higher education students. To the best of our knowledge, the influence of mastery goals and PERMA on the life satisfaction of college EFL students in Indonesia has not been examined yet.…”

Section: -Introductionmentioning

confidence: 99%

The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students

Hidayat,

Liu,

Mohd Saad

et al. 2023

Emerg Sci J

View full text Add to dashboard Cite

This study examined the relationship between mastery goals, including task-based and self-based competence, and positive emotions, engagement, relationship, meaning, and accomplishment (PERMA), which may affect life satisfaction. Mastery goals, PERMA, and life satisfaction were examined using a relationship study model. The current study involved 260 English education programs, with 81 (31.2%) male students and 179 (68.8%) female students. AMOS 18 was used to conduct a confirmatory factor analysis (CFA). The results of the current study demonstrate that task-based competence influences life satisfaction. In contrast, self-based competence was found not to affect life satisfaction. Analysis of SEM revealed significant influences of task-based competence on PERMA and no significant relationships between self-based competence and PERMA. PERMA partially mediates the influence of task-related competence on life satisfaction. The indirect effects of self-based competence on life satisfaction were observed through PERMA as a complete mediator. The novelty of the current research lies in its focus on mastery goals, the target population of college students, and the mediating role of PERMA. These contributions are critical, as teachers or instructors are responsible for developing student well-being and life satisfaction. Doi: 10.28991/ESJ-2023-SIED2-018 Full Text: PDF

show abstract

Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19: The mediating role of self-esteem

Cited by 4 publications

References 61 publications

Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students

Coping with stress and self-efficacy as predictors of academic satisfaction in a sample of university students

Emotional fatigue, academic engagement, and satisfaction with studies during the return to post-pandemic university attendance

The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students

Contact Info

Product

Resources

About