Modeling motivational factors related to academic satisfaction: a multilevel study
DOI:
https://doi.org/10.24265/liberabit.2024.v30n1.811Palavras-chave:
academic satisfaction, autonomous motivation, perceived locus of causality, multilevel analysisResumo
Background: Motivational factors constitute fundamental aspects of achieving well-being and experiences associated with the development of academic activities. However, studies on academic satisfaction have focused on the individual dimension, excluding the influence of the teaching level. Objective: the study aims to estimate a hypothetical multilevel model that explains academic satisfaction from motivational factors of teachers and students. Method: the sample is structured hierarchically, considering 745 university students nested within 32 teachers. Descriptive statistics and multilevel path analysis are used to analyze the data. Results: the results show that students’ motivational factors mainly explain the variation in academic satisfaction. However, the teacher level also has a significant effect from the students’ perception of pressure. This process weakens autonomous motivation for teaching and teaching self-efficacy, affecting the quality of the teaching-learning processes. Conclusion: it is concluded that the configuration of academic satisfaction involves the deployment of motivational resources of both teachers and students, which, through their interaction, contribute to the development of well-being experiences in the classroom.
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Referências
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Casakin, H., & Davidovitch, N. (2013). Social-Academic Climate and Academic Satisfaction in Architectural Design Education. Problems of Education in the 21st Century, 56, 16-31. http://www.scientiasocialis.lt/pec/?q=node/851
Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. W. (2018). Why Autonomy-Supportive Interventions Work: Explaining the Professional Development of Teachers’ Motivating Styles. Teaching and Teacher Education, 69, 43-51. https://doi.org/10.1016/j.tate.2017.09.022
Collie, R. J., Granziera, H., & Martin, A. J. (2019). Teachers’ Motivational Approach: Links with Students’ Basic Psychological Need Frustration, Maladaptive Engagement, and Academic Outcomes. Teaching and Teacher Education, 86, 1-13. https://doi.org/10.1016/j.tate.2019.07.002
Deci, E. L., & Ryan, R. M. (2000). The «What» and «Why» of Goal Pursuits: Human Needs and the Self Determination of Behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Diseth, A., & Samdal, O. (2014). Autonomy Support and Achievement Goals as Predictors of Perceived School Performance and Life Satisfaction in the Transition Between Lower and Upper Secondary School. Social Psychology of Education, 17, 269-291. https://doi.org/10.1007/s11218-013-9244-4
Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTM- ST). Journal of Career Assessment, 16(2), 256-279. http://dx.doi.org/10.1177/1069072707305764
Garriot, P., Hudyma, A., Keene, C., & Santiago, D. (2015). Social Cognitive Predictors of First- and Non-First-Generation College Students’ Academic and Life Satisfaction. Journal of Counseling Psychology, 62(2), 253-263. https://doi.org/10.1037/cou0000066
González-Contreras, A., Pérez-Villalobos, C., Hechenleitner, M., Vaccarezza-Garrido, G., & Toirkens-Niklitschek, J (2019). Satisfacción académica y prácticas pedagógicas percibidas por estudiantes de salud de Chile. FEM: Revista de la Fundación Educación Médica, 22(3), 103-107. https://dx.doi.org/10.33588/fem.223.992
Guo, Y. (2018). The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction. Journal of Education and Learning, 7(4), 254-261. https://doi.org/10.5539/jel.v7n4p254
Hox, J. (2013). Multilevel Regression and Multilevel Structural Equation Modeling. In T. Little (Ed.), Oxford Handbook of Quantitative Methods (pp. 281-294). University Press. https://doi.org/10.1093/oxfordhb/9780199934898.013.0014
Hrbackova, K., & Suchankova, E. (2016). Self-Determination Approach to Understanding of Motivation in Students of Helping Professions. Procedia - Social and Behavioral Sciences, 217, 688-696. https://doi.org/10.1016/j.sbspro.2016.02.120
Hu, L., & Bentler, P. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Insunza, B., Ortiz, L., Pérez, C., Torres, G., McColl, P., Meyer, A., Matus, O., Bastías, V., & Bustamante, C. (2015). Estructura factorial y confiabilidad del cuestionario de satisfacción académica en estudiantes de medicina chilenos. Revista Iberoamericana de Diagnóstico y Evaluación, 2(40), 73-82. Kaplan, D. (2000). Structural Equation Modeling: Foundations and Extensions. Sage.
Katz, I., & Shahar, B. (2015). What Makes a Motivating Teacher? Teachers’ Motivation and Beliefs as Predictors of their Autonomy-Supportive Style. School Psychology International, 36(6), 575-588. https://doi.org/10.1177/0143034315609969
Lai, M. H. C., & Kwok, O. (2015). Examining the Rule of Thumb of Not Using Multilevel Modeling: The «Design Effect Smaller Than Two» Rule. The Journal of Experimental Education, 83(3), 423-438. https://doi.org/10.1080/00220973.2014.907229
Lent, R., Taveira, M., Sheu, H., & Singley, D. (2009). Social Cognitive Predictors of Academic Adjustment and Life Satisfaction in Portuguese College Students: A Longitudinal Analysis. Journal of Vocational Behavior, 74(2), 190-198. https://doi.org/10.1016/j.jvb.2008.12.006
Litalien, D., Morin, A., Gagné, M., Vallerand, R., Losier, G., & Ryan, R. (2017). Evidence of a Continuum Structure of Academic Self-Determination: A Two-Study Test Using a Bifactor-ESEM Representation of Academic Motivation. Contemporary Educational Psychology, 51, 67-82. https://doi.org/10.1016/j.cedpsych.2017.06.010
Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students’ Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease. The Journal of Experimental Education, 86(4), 579-596. https://doi.org/10.1080/00220973.2018.1448746
Martínez-Garrido, C., & Murillo, F. J. (2014). Programas para la realización de Modelos Multinivel. Un análisis comparativo entre MLwiN, HLM, SPSS y Stata. Revista Electrónica de Metodología Aplicada, 19(2), 1-24. https://www.unioviedo.es/reunido/index.php/Rema/article/view/10378
Maulana, R., Helms-Lorenz, M., Irnidayanti, Y., & Van de Grift, W. (2016). Autonomous Motivation in the Indonesian Classroom: Relationship with Teacher Support through the Lens of Self-Determination Theory. Asia-Pacific Education Researcher, 25(3), 441-451. https://doi.org/10.1007/s40299-016-0282-5
Medrano, A., & Pérez, E. (2010). Adaptación de la Escala de Satisfacción Académica a la Población Universitaria de Córdoba. Summa Psicológica UST, 7(2), 5-14. https://dialnet.unirioja.es/servlet/articulo?codigo=3423953
Medrano, A., Fernández, M., & Pérez, E. (2014). Computerized Assesment System for Academic Satisfaction (ASAS) for first-year University Student. Electronic Journal of Research in Educational Psychology, 12(2), 541-562.
Merino, J. M., & Maldonado, J. Á. (2014). Estudio de Efectos Contextúales en el Rendimiento en Matemáticas de Alumnos de 8° Básico de la Región del Biobío, Chile. Estudios pedagógicos (Valdivia), 40(2), 241-263. https://doi.org/10.4067/S0718-07052014000300015
Muthén, L., & Muthén, B. (2012). Mplus User’s Guide.
Muthén & Muthén Pellieter, L., Séguin-Lévesque, C., & Legault, L. (2002). Pressure From Above and Pressure from Below as Determinants of Teachers’ Motivation and Teaching Behaviors. Journal of Educational Psychology, 94(1),
186-196. https://doi.org/10.1037//0022-0663.94.1.186
Pellieter, L., & Sharp, E. (2009). Administrative Pressures and Teachers’ Interpersonal Behaviour in the Classroom. Theory and Research in Education, 7(2), 174-183. https://doi.org/10.1177/1477878509104322
Prieto, L. (2007). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Narcea. Rai, A., & Srivastava, M. (2013). Impact of Teachers’ Motivation on Students’ Satisfaction: a Study of Management Institutions. International Journal of Education Economics and Development, 4(4), 357-370. https://doi.org/10.1504/IJEED.2013.057708
Reeve, J. (2010). Motivación y emoción (5.a ed.). McGraw- Hill.
Ruiz, M., Moreno-Murcia, J. A., & Vera, J. A. (2015). Del soporte de autonomía y la motivación autodeterminada a la satisfacción docente. European Journal of Education and Psychology, 8(2), 68-75. https://doi.org/10.1016/j.ejeps.2015.09.002
Skaalvik, E., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
Stover, J., Bruno, F., Uriel, F., & Fernández Liporace, M. (2017). Teoría de la Autodeterminación: Una revisión teórica. Perspectivas en Psicología, 14(2), 105-115. https://www.redalyc.org/pdf/4835/483555396010.pdf
Thoonen, E., Sleegers, P., Peetsma, T., & Oort, F. (2011). Can Teachers Motivate Students to Learn? Educational Studies, 37(3), 345-360. https://doi.org/10.1080/03055698.2010.507008
Vansteenkiste, M., Soenens, B., Sierens, E., Luyckx, K., & Lens, W. (2009). Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters. Journal of Educational Psychology, 101(3), 671-688. https://doi.org/10.1037/a0015083
Vergara-Morales, J., Del Valle, M., Díaz, A., & Pérez, M. V. (2018). Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Psicología Educativa, 24(2), 99-106. https://doi.org/10.5093/psed2018a15
Vergara-Morales, J. (2019). Influencia de factores motivacionales docentes en la satisfacción y desempeño académico de estudiantes universitarios [tesis doctoral, Universidad de Concepción]. https://doi.org/10.13140/RG.2.2.22344.78088/1
Vergara-Morales, J., Rodríguez-Vera, M., & Del Valle, M. (2022). Evaluación de las propiedades psicométricas del Cuestionario de Autorregulación Académica (SRQ-A) en estudiantes universitarios chilenos. Ciencias Psicológicas, 16(2), e2837. https://doi.org/10.22235/cp.v16i2.2837
Vergara-Morales, J., & Del Valle, M. (2023). Teaching Motivational Profiles Related to Intention to Leave the Teaching Profession. Electronic Journal of Research in Educational Psychology, 21(61), 523-540. https://ojs.ual.es/ojs/index.php/EJREP/article/view/7128
Vizcaino, A., López, K., & Klimenko, O. (2018). Creencias de autoeficacia y desempeño docente de profesores universitarios. Revista Katharsis, 25, 83-101.
Wijsman, L. A., Saab, N., Warrens, M. J., Van Driel, J. H., & Westenberg, P. M. (2018). Relations of Autonomous and Controlled Motivation with Performance in Secondary School Students’ Favoured and Disfavoured Subjects. Educational Research and Evaluation, 24(1-2), 51-67. https://doi.org/10.1080/13803611.2018.1512872
Williams, G. C., & Deci, E. L. (1996). Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory. Journal of Personality and Social Psychology, 70(4), 767-779. https://doi.org/10.1037/0022-3514.70.4.767
Byrne, B. M. (2012). Structural Equation Modeling with Mplus: Basic Concepts, Applications, and Programming. Routledge. https://doi.org/10.4324/9780203807644
Casakin, H., & Davidovitch, N. (2013). Social-Academic Climate and Academic Satisfaction in Architectural Design Education. Problems of Education in the 21st Century, 56, 16-31. http://www.scientiasocialis.lt/pec/?q=node/851
Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. W. (2018). Why Autonomy-Supportive Interventions Work: Explaining the Professional Development of Teachers’ Motivating Styles. Teaching and Teacher Education, 69, 43-51. https://doi.org/10.1016/j.tate.2017.09.022
Collie, R. J., Granziera, H., & Martin, A. J. (2019). Teachers’ Motivational Approach: Links with Students’ Basic Psychological Need Frustration, Maladaptive Engagement, and Academic Outcomes. Teaching and Teacher Education, 86, 1-13. https://doi.org/10.1016/j.tate.2019.07.002
Deci, E. L., & Ryan, R. M. (2000). The «What» and «Why» of Goal Pursuits: Human Needs and the Self Determination of Behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Diseth, A., & Samdal, O. (2014). Autonomy Support and Achievement Goals as Predictors of Perceived School Performance and Life Satisfaction in the Transition Between Lower and Upper Secondary School. Social Psychology of Education, 17, 269-291. https://doi.org/10.1007/s11218-013-9244-4
Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTM- ST). Journal of Career Assessment, 16(2), 256-279. http://dx.doi.org/10.1177/1069072707305764
Garriot, P., Hudyma, A., Keene, C., & Santiago, D. (2015). Social Cognitive Predictors of First- and Non-First-Generation College Students’ Academic and Life Satisfaction. Journal of Counseling Psychology, 62(2), 253-263. https://doi.org/10.1037/cou0000066
González-Contreras, A., Pérez-Villalobos, C., Hechenleitner, M., Vaccarezza-Garrido, G., & Toirkens-Niklitschek, J (2019). Satisfacción académica y prácticas pedagógicas percibidas por estudiantes de salud de Chile. FEM: Revista de la Fundación Educación Médica, 22(3), 103-107. https://dx.doi.org/10.33588/fem.223.992
Guo, Y. (2018). The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction. Journal of Education and Learning, 7(4), 254-261. https://doi.org/10.5539/jel.v7n4p254
Hox, J. (2013). Multilevel Regression and Multilevel Structural Equation Modeling. In T. Little (Ed.), Oxford Handbook of Quantitative Methods (pp. 281-294). University Press. https://doi.org/10.1093/oxfordhb/9780199934898.013.0014
Hrbackova, K., & Suchankova, E. (2016). Self-Determination Approach to Understanding of Motivation in Students of Helping Professions. Procedia - Social and Behavioral Sciences, 217, 688-696. https://doi.org/10.1016/j.sbspro.2016.02.120
Hu, L., & Bentler, P. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Insunza, B., Ortiz, L., Pérez, C., Torres, G., McColl, P., Meyer, A., Matus, O., Bastías, V., & Bustamante, C. (2015). Estructura factorial y confiabilidad del cuestionario de satisfacción académica en estudiantes de medicina chilenos. Revista Iberoamericana de Diagnóstico y Evaluación, 2(40), 73-82. Kaplan, D. (2000). Structural Equation Modeling: Foundations and Extensions. Sage.
Katz, I., & Shahar, B. (2015). What Makes a Motivating Teacher? Teachers’ Motivation and Beliefs as Predictors of their Autonomy-Supportive Style. School Psychology International, 36(6), 575-588. https://doi.org/10.1177/0143034315609969
Lai, M. H. C., & Kwok, O. (2015). Examining the Rule of Thumb of Not Using Multilevel Modeling: The «Design Effect Smaller Than Two» Rule. The Journal of Experimental Education, 83(3), 423-438. https://doi.org/10.1080/00220973.2014.907229
Lent, R., Taveira, M., Sheu, H., & Singley, D. (2009). Social Cognitive Predictors of Academic Adjustment and Life Satisfaction in Portuguese College Students: A Longitudinal Analysis. Journal of Vocational Behavior, 74(2), 190-198. https://doi.org/10.1016/j.jvb.2008.12.006
Litalien, D., Morin, A., Gagné, M., Vallerand, R., Losier, G., & Ryan, R. (2017). Evidence of a Continuum Structure of Academic Self-Determination: A Two-Study Test Using a Bifactor-ESEM Representation of Academic Motivation. Contemporary Educational Psychology, 51, 67-82. https://doi.org/10.1016/j.cedpsych.2017.06.010
Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students’ Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease. The Journal of Experimental Education, 86(4), 579-596. https://doi.org/10.1080/00220973.2018.1448746
Martínez-Garrido, C., & Murillo, F. J. (2014). Programas para la realización de Modelos Multinivel. Un análisis comparativo entre MLwiN, HLM, SPSS y Stata. Revista Electrónica de Metodología Aplicada, 19(2), 1-24. https://www.unioviedo.es/reunido/index.php/Rema/article/view/10378
Maulana, R., Helms-Lorenz, M., Irnidayanti, Y., & Van de Grift, W. (2016). Autonomous Motivation in the Indonesian Classroom: Relationship with Teacher Support through the Lens of Self-Determination Theory. Asia-Pacific Education Researcher, 25(3), 441-451. https://doi.org/10.1007/s40299-016-0282-5
Medrano, A., & Pérez, E. (2010). Adaptación de la Escala de Satisfacción Académica a la Población Universitaria de Córdoba. Summa Psicológica UST, 7(2), 5-14. https://dialnet.unirioja.es/servlet/articulo?codigo=3423953
Medrano, A., Fernández, M., & Pérez, E. (2014). Computerized Assesment System for Academic Satisfaction (ASAS) for first-year University Student. Electronic Journal of Research in Educational Psychology, 12(2), 541-562.
Merino, J. M., & Maldonado, J. Á. (2014). Estudio de Efectos Contextúales en el Rendimiento en Matemáticas de Alumnos de 8° Básico de la Región del Biobío, Chile. Estudios pedagógicos (Valdivia), 40(2), 241-263. https://doi.org/10.4067/S0718-07052014000300015
Muthén, L., & Muthén, B. (2012). Mplus User’s Guide.
Muthén & Muthén Pellieter, L., Séguin-Lévesque, C., & Legault, L. (2002). Pressure From Above and Pressure from Below as Determinants of Teachers’ Motivation and Teaching Behaviors. Journal of Educational Psychology, 94(1),
186-196. https://doi.org/10.1037//0022-0663.94.1.186
Pellieter, L., & Sharp, E. (2009). Administrative Pressures and Teachers’ Interpersonal Behaviour in the Classroom. Theory and Research in Education, 7(2), 174-183. https://doi.org/10.1177/1477878509104322
Prieto, L. (2007). Autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Narcea. Rai, A., & Srivastava, M. (2013). Impact of Teachers’ Motivation on Students’ Satisfaction: a Study of Management Institutions. International Journal of Education Economics and Development, 4(4), 357-370. https://doi.org/10.1504/IJEED.2013.057708
Reeve, J. (2010). Motivación y emoción (5.a ed.). McGraw- Hill.
Ruiz, M., Moreno-Murcia, J. A., & Vera, J. A. (2015). Del soporte de autonomía y la motivación autodeterminada a la satisfacción docente. European Journal of Education and Psychology, 8(2), 68-75. https://doi.org/10.1016/j.ejeps.2015.09.002
Skaalvik, E., & Skaalvik, S. (2014). Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
Stover, J., Bruno, F., Uriel, F., & Fernández Liporace, M. (2017). Teoría de la Autodeterminación: Una revisión teórica. Perspectivas en Psicología, 14(2), 105-115. https://www.redalyc.org/pdf/4835/483555396010.pdf
Thoonen, E., Sleegers, P., Peetsma, T., & Oort, F. (2011). Can Teachers Motivate Students to Learn? Educational Studies, 37(3), 345-360. https://doi.org/10.1080/03055698.2010.507008
Vansteenkiste, M., Soenens, B., Sierens, E., Luyckx, K., & Lens, W. (2009). Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters. Journal of Educational Psychology, 101(3), 671-688. https://doi.org/10.1037/a0015083
Vergara-Morales, J., Del Valle, M., Díaz, A., & Pérez, M. V. (2018). Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Psicología Educativa, 24(2), 99-106. https://doi.org/10.5093/psed2018a15
Vergara-Morales, J. (2019). Influencia de factores motivacionales docentes en la satisfacción y desempeño académico de estudiantes universitarios [tesis doctoral, Universidad de Concepción]. https://doi.org/10.13140/RG.2.2.22344.78088/1
Vergara-Morales, J., Rodríguez-Vera, M., & Del Valle, M. (2022). Evaluación de las propiedades psicométricas del Cuestionario de Autorregulación Académica (SRQ-A) en estudiantes universitarios chilenos. Ciencias Psicológicas, 16(2), e2837. https://doi.org/10.22235/cp.v16i2.2837
Vergara-Morales, J., & Del Valle, M. (2023). Teaching Motivational Profiles Related to Intention to Leave the Teaching Profession. Electronic Journal of Research in Educational Psychology, 21(61), 523-540. https://ojs.ual.es/ojs/index.php/EJREP/article/view/7128
Vizcaino, A., López, K., & Klimenko, O. (2018). Creencias de autoeficacia y desempeño docente de profesores universitarios. Revista Katharsis, 25, 83-101.
Wijsman, L. A., Saab, N., Warrens, M. J., Van Driel, J. H., & Westenberg, P. M. (2018). Relations of Autonomous and Controlled Motivation with Performance in Secondary School Students’ Favoured and Disfavoured Subjects. Educational Research and Evaluation, 24(1-2), 51-67. https://doi.org/10.1080/13803611.2018.1512872
Williams, G. C., & Deci, E. L. (1996). Internalization of Biopsychosocial Values by Medical Students: A Test of Self-Determination Theory. Journal of Personality and Social Psychology, 70(4), 767-779. https://doi.org/10.1037/0022-3514.70.4.767
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2024-06-19
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Modeling motivational factors related to academic satisfaction: a multilevel study. (2024). LIBERABIT. Revista Peruana De Psicología, 30(1), e811. https://doi.org/10.24265/liberabit.2024.v30n1.811
