Influence of the Perceived Autonomy Support, Self-Efficacy, and Academic Satisfaction in the Intentions of Permanence of University Students

被引：6

作者：

Barrientos-Illanes, Paulina ^{[1
]}

Victoria Perez-Villalobos, Maria ^{[2
]}

Vergara-Morales, Jorge ^{[3
]}

Diaz-Mujica, Alejandro ^{[4
]}

机构：

[1] Univ Concepcion, Concepcion, Chile

[2] Univ Concepcion, Dept Psicol, Concepcion, Chile

[3] Univ Amer, Fac Salud & Ciencias Sociales, Concepcion, Chile

[4] Univ Concepcion, Dept Psicol, Concepion, Chile

来源：

REVISTA ELECTRONICA EDUCARE | 2021年 / 25卷 / 02期

关键词：

Permanence; academic satisfaction; path analysis; mediation analysis; HIGHER-EDUCATION; MEDIATING ROLE; PERSISTENCE; ACHIEVEMENT; ENGAGEMENT; SYSTEM;

D O I：

10.15359/ree.25-2.5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Several studies show the need to investigate the psychological processes involved in university dropout. The study aimed to estimate the influence of perceived autonomy support and academic self-efficacy perception on the intention of permanence of university students, evaluating the mediating role of academic satisfaction. The participants were 273 first-year students from a private university in Bio Bio, Chile. The influence of cognitive-motivational factors was assessed through path analysis. The mediating effect was evaluated through the Mplus program. Results show that academic satisfaction fully mediates the effect of the perceived autonomy support and the perception of academic self-efficacy on the intention of permanence. It is concluded that the positive levels of academic satisfaction positively influence the intention to continue studying a university degree.

引用

页数：14

共 31 条

[11] The presence of a calling and academic satisfaction: Examining potential mediators [J].