Learning outcomes and quality of educational service as predictors of academic satisfaction among Peruvian university students

Abstract

This study investigates the extent to which two learning outcome domains—personal and professional competencies, and digital competencies and social responsibility—and two educational service quality dimensions—teaching quality and academic resources/support—predict students' academic satisfaction at a public university in Peru. A cross-sectional survey was administered to 734 undergraduate students aged 18–26 to assess these two learning outcome factors, two service quality factors, and overall satisfaction. Data analysis was conducted using partial least squares structural equation modeling (PLS-SEM) and ANOVA. The model was statistically significant (p