Propiedades psicométricas de la Escala de Satisfacción Académica en una muestra de estudiantes universitarios Españoles

  1. David González Casas 1
  2. Ana Dorado Barbé 1
  3. José Luis Gálvez Nieto 2
  4. Jesús Manuel Pérez Viejo 3
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de La Frontera
    info

    Universidad de La Frontera

    Temuco, Chile

    ROR https://ror.org/04v0snf24

  3. 3 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Show affiliations +
Journal:
Revista iberoamericana de diagnóstico y evaluación psicológica

ISSN: 1135-3848,  2183-6051

Year of publication: 2023

Volume: 3

Issue: 69

Pages: 89-100

Type: Article

DOI: 10.21865/RIDEP69.3.08 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista iberoamericana de diagnóstico y evaluación psicológica

Abstract

The Academic Satisfaction Scale (ESA) has presented adequate levels of reliability and validity in university students internationally. However, no psychometric studies have yet been presented on Spanish university students. Therefore, the objective of this research was to evaluate the psychometric properties of the academic satisfaction scale in a sample of Spanish university students. A cross-sectional study was carried out, in which 2835 university students participated (71.1% women and 28.9% men), with an average age of 21.8 years (SD=2.97), belonging to the levels of Bachelor's, Master's, Own Degrees and Doctorate of the Complutense University of Madrid (UCM). The factorial structure of the scale was evaluated from exploratory and confirmatory factorial analyses, and the results ratified the unidimensional theoretical structure. The academic satisfaction factor presented adequate levels of reliability and the findings provide evidence for its use in Spanish university students. Likewise, the evidence of validity by external criteria indicates how academic satisfaction is associated in a significant and positive way with the cognitive restructuring dimension of the Coping Strategies Inventory (CSI). The results are discussed based on the theoretical and empirical evidence available.

Bibliographic References

  • American Educational Research Association, American Psychological Association & National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. Library of Congress Cataloging-in-Publication Data.
  • Antičević, V., Kardum, G., Klarin, M., Sindik, J., & Barač, I. (2018). Rendimiento académico y satisfacción con el estudio: La contribución del éxito en la escuela secundaria y la personalidad. Društvena istraživanja: Časopis za Opća Društvena Pitanja, 27(2), 243-260. https://doi.org/10.5559/di.27.2.03
  • Arias-Gundín, O., & Vizoso, C. M. (2018). Relación entre estrategias activas de afrontamiento, burnout y engagement en futuros educadores. Estudios sobre Educación, 35, 409-427. https://doi.org/ 10.15581/004.34.409-427
  • Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología/Annals of Psychology, 29(3), 1038-1059Beck, A. T., Rush, A. J., Shaw, B. F. & Emery, G. (1979). Cognitive Therapy of Depression. Guilford.
  • Beck, R., Taylor, C., & Robbins, M. (2003). Missing home: Sociotropy and autonomy and their relationship to psychological distress and homesickness in college freshmen. Anxiety, Stress, and Coping, 16(2), 155-166. https://doi.org/10.1080/10615806.2003.10382970
  • Betz, E. L., Menne, J. W., Starr, A. M., & Klingensmith, J. E. A. (1971). Dimensional analysis of college student satisfaction. Measurement and Evaluation in Guidance, 4(2), 99-106. https://doi.org/10.1080/00256307.1971.12022488
  • Blázquez, B. O., Sarto, S. B., & del Hoyo, Y. L. (2011). Estrés y otros factores psicológicos asociados en estudiantes de fisioterapia. Fisioterapia, 33(1), 19-24.
  • Browne, M., & Cudeck, R. (1993). Alternative ways of assessing model fit. In. K. Bollen and J. Long (Eds), Testing Structural Equation Models, 136-162. Sage. https://doi.org/10.1177/0049124192021002005
  • Cano García, F. J., Rodríguez Franco, L. & García Martínez, J. (2007). Adaptación española del Inventario de Estrategias de Afrontamiento. Actas Españolas de Psiquiatría, 35(1), 29-39.
  • Castillo-Navarrete, J. L., Guzmán-Castillo, A., Bustos, C., Zavala, W., & Vicente, B. (2020). Propiedades psicométricas del inventario SISCO-II de estrés académico. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 3(56), 101-116. https://doi.org/:10.21865/RIDEP56.3.08
  • Chraif, M. (2015). Correlative study between academic satisfaction, workload and level of academic stress at 3rd grade students at psychology. Procedia-Social and Behavioral Sciences, 203, 419-424. https://doi.org/10.1016/j.sbspro.2015.08.317
  • Duffy, R. D., Allan, B. A., & Dik, B. J. (2011). The presence of a calling and academic satisfaction: Examining potential mediators. Journal of Vocational Behavior, 79(1), 74-80.
  • Dyson, R., & Renk, K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress and doping. Journal of Clinical Psychology, 62, 1231-1244. https://doi.org/10.1002/jclp.20295
  • Ellis, A. (1958). Rational psychotherapy. Journal of General Psychology, 59, 35-49.
  • Fernández de Castro de León, J., & Luévano Flores, E. (2018). Influencia del estrés académico sobre el rendimiento escolar en educación media superior. Revista Panamericana de Pedagogía, (26), 97-117. https://doi.org/10.21555/rpp.v0i26.1926
  • Ferrando, P. J., & Lorenzo-Seva, U. (2018). Assessing the quality and appropriateness of factor solutions and factor score estimates in exploratory item factor analysis. Educational and Psychological Measurement, 78(5), 762780. https://doi.org/10.1177/0013164417719308
  • Ferrando, P.J. & Lorenzo-Seva, U. (2017). Program FACTOR at 10: origins, development and future directions. Psicothema, 29(2), 236241. https://doi.org/:10.7334/psicothema2016.3044
  • Folkman, S., & Lazarus, R. S. (1980). Coping as a mediator of emotion. Journal of Personality and Social Psychology, 54(3), 466-475.
  • Folkman, S. (1984). Control personal y estrés y procesos de afrontamiento: Un análisis teórico. Revista de Personalidad y Psicología Social, 46(4), 839-852. https://doi.org/: 10.1037/0022-3514.46.4.839
  • Franzen, J., Jermann, F., Ghisletta, P., Rudaz, S., Bondolfi, G., & Tran, N. T. (2021). Psychological distress and well-being among students of health disciplines: The importance of academic satisfaction. International Journal of Environmental Research and Public Health, 18(4), 2151. https://doi.org/10.3390/ ijerph18042151
  • González, D., Dorado, A., Mercado, E., Calleja, J. P., & Gálvez-Nieto J. L (2022). Psychometric examination of the Freshman Stress Questionnaire using a sample of social work students in Spain during the Covid-19 pandemic. British Journal of Social Work, 00, 1-18. https://doi.org/10.1093/bjsw/bcac074
  • González-Peiteado, M., Pino-Juste, M., & PenadoAbilleira, M. (2017). Estudio de la satisfacción percibida por los estudiantes de la UNED con su vida universitaria. RIED. Revista Iberoamericana de Educación a Distancia, 20(1), 243-260. https://doi.org/10.5944/ried.20.1.16377
  • Green, S. B., & Yang, Y. (2015). Evaluation of dimensionality in the assessment of internal consistency reliability: Coefficient Alpha and Omega coefficients. Educational Measurement: Issues and Practice, 34(4), 14-20. https://doi.org/10.1111/emip.12100
  • Inzunza, B., Ortiz, L., Pérez, C., Torres, G., McColl, P., Meyer, A., & Bustamante, C. (2015). Estructura factorial y confiabilidad del Cuestionario de Satisfacción Académica en estudiantes de medicina Chilenos. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 2(40), 73-82
  • Jadidian, A., & Duffy, R. D. (2012). Work volition, career decision self-efficacy, and academic satisfaction: An examination of mediators and moderators. Journal of Career Assessment, 20(2), 154-165. https://doi.org/10.1177/1069072711420851
  • Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019). Predictors of academic stress among college students. Journal of College Counseling, 22(1), 41-55. https://doi.org/10.1002/jocc.12113
  • Lee, J. L., & Park, S. J. (2019). Influencing factors on college adjustment of nursing students: The meaning of life, empathy skills, resilience. Journal of the Korea Academia-Industrial Cooperation Society, 20(11), 66-75. https://doi.org/10.5762/KAIS.2019.20.11.66
  • Lent, R. (2004). Toward a unifying theoretical and practical perspective on well-being and psychosocial adjustment. Journal of Counseling Psychology, 51(4), 482-509. https://doi.org/10.1037/0022-0167.51.4.482
  • Lent, R. W., Singley, D., Sheu, H. B., Schmidt, J. A., & Schmidt, L. C. (2007). Relation of socialcognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15(1), 87-97. https://doi.org/10.1177/1069072706294518
  • Lent, R. W., Singley, D., Sheu, H., Gainor, K., Brenner, B. R., Treistman, D., & Ades, L. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52, 429-442. https://doi.org/10.1037/0022-0167.52.3.429
  • Lorenzo-Seva, U., & Ferrando, P. J. (2006). FACTOR: A computer program to fit the exploratory factor analysis model. Behavioral Research Methods, 38(1), 88-91. https://doi.org/10.3758/bf03192753
  • Lorenzo-Seva, U., & Ferrando, P.J. (2013). FACTOR 9.2 A comprehensive program for fitting exploratory and semiconfirmatory factor analysis and IRT models. Applied Psychological Measurement, 37(6), 497-498. https://doi.org/10.1177/0146621613487794
  • Martín, I. (2007). Estrés académico en estudiantes universitarios. Apuntes de Psicología, 25(1), 87-99.
  • Matarranz, M. (2021). El Espacio Europeo de Educación Superior y su sello de calidad. Revista Española de Educación Comparada. https://doi.org/10.5944/reec.37.2021.27728
  • Medrano, A., Fernández Liporace, M., & Pérez, E. (2014). Computerized Assesment System for Academic Satisfaction (ASAS) for first-year university student. Electronic Journal of Research in Educational Psychology, 12, 541-562. https://doi.org/10.14204/ejrep.33.13131
  • Medrano, L., & Pérez, E. (2010). Adaptación de la escala de satisfacción académica a la población universitaria de Córdoba. Summa Psicológica UST, 7(2), 5-14. https://doi.org/10.18774/448x.2010.7.117
  • Méndez, F. X., Olivares, J., & Moreno, P. (1998). Técnicas de reestructuración cognitiva. En J. Olivares y F. X. Méndez (eds.), Técnicas de modificación de conducta, 409-442. Biblioteca Nueva
  • Merino-Soto, C., Domínguez-Lara, S., & Fernández-Arata, M. (2017). Validación inicial de una Escala Breve de Satisfacción con los Estudios en estudiantes universitarios de Lima. Educación Médica, 18(1), 74-77. https://doi.org/10.1016/j.edumed.2016.06.016
  • Morales Rodríguez, M., & Chávez López, J. K. (2019). Satisfacción académica en estudiantes de nivel superior: Variables escolares y personales asociadas. Revista Electrónica sobre Cuerpos Académicos y Grupos de Investigación, 6(12).
  • Mostert, K., & Pienaar, J. (2020). The moderating effect of social support on the relationship between burnout, intention to drop out, and satisfaction with studies of first-year university students. Journal of Psychology in Africa, 30(3), 197-202. https://doi.org/10.1080/14330237.2020.1767928
  • Muthén, L., & Muthén, B. (2011). Mplus User’s Guide (6th Ed.). Muthén & Muthén.
  • Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531-537. https://doi.org/10.13005/bpj/1404
  • Schmidt, V., Messoulam, N., & Molina, F. (2008). Autoconcepto académico en adolescentes de escuelas medias: Presentación de un instrumento para su evaluación. Revista Iberoamericana de Diagnóstico e Evaluación – e Avaliação Psicológica, 1(25), 81-106
  • Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling. Fourth edition. Routledge.
  • Silva-Ramos, M. F., López-Cocotle, J. J., & MezaZamora, M. E. C. (2020). Estrés académico en estudiantes universitarios. Investigación y Ciencia, 28(79), 75-83.
  • Sisto, F., Muniz, M., Bartholomeu, D., Vítola Pasetto, S. Francisca de Oliveira, A., & Guimarães Lopes, M. W. (2008). Estudo para a construção de uma Escala de Satisfação Acadêmica para Universitários. Avaliação Psicológica, 7, 45-55.
  • Tacca, D. R., Tacca, A. L., & Cuarez, R. (2020). Inteligencia emocional del docente y satisfacción académica del estudiante universitario. Revista Digital de Investigación en Docencia Universitaria, 14(1). https://doi.org/10.19083/ridu.2020.887
  • Trizano-Hermosilla, I., & Alvarado, J. M. (2016). Best Alternatives to Cronbach’s Alpha Reliability in Realistic Conditions: Congeneric and Asymmetrical Measurements. Frontiers in Psychology. 7. https://doi.org/10.3389/fpsyg.2016.00769
  • Urquijo, I., & Natalio, E. (2017). Academic satisfaction at university: The relationship between emotional intelligence and academic engagement. Electronic Journal of Research in Educational Psychology, 15(3), 553-573. https://doi.org/10.14204/ejrep.43.16064
  • Vergara-Morales, J., Del Valle, M., Díaz, A., & Pérez, M. V. (2018). Adaptación de la escala de satisfacción académica en estudiantes universitarios chilenos. Educational Psychology, 24(2), 99-106. https://doi.org/10.5093/psed2018a15
Data source: Dialnet