Apoyo docente, compromiso académico y satisfacción del alumnado universitario

Abstract

The aim of this paper is to analyze the influence of academic engagement on university students’ satisfaction with their faculty from teachers’ autonomy support. Scales of Autonomy Support, Academic Engagement and Satisfaction with the Faculty are administered to 870 Dominican university students (50.6% male and 49.4% female). Confirmatory Factor Analysis and Structural Equation Modelling are carried out. The results reflect the influence of teachers’ autonomy support on the satisfaction with the faculty mediated by academic engagement, as well as the direct effect of perception of teachers’ autonomy support on university students’ satisfaction with their educational center.