Satisfacción con los estudios Universitarios: Un estudio multivariable

Jaimin Murillo-Antón; Luis Alberto Geraldo-Campos; Juan Jesús Soria Quijaite; Madeleine Nanny Ticona Condori

doi:10.31637/epsir-2024-910

Authors

Jaimin Murillo-Antón Peruvian Union University https://orcid.org/0000-0002-8069-0640
Luis Alberto Geraldo-Campos Universidad Tecnológica del Perú https://orcid.org/0000-0002-8366-689X
Juan Jesús Soria Quijaite Universidad Tecnológica del Perú https://orcid.org/0000-0002-4415-8622
Madeleine Nanny Ticona Condori Peruvian Union University https://orcid.org/0000-0003-0171-266X

DOI:

https://doi.org/10.31637/epsir-2024-910

Keywords:

University education, Academic procrastination, Emotional exhaustion, University students, Satisfaction with studies, challenges, SEM model, technology

Abstract

Introduction: Satisfaction with university studies is influenced by various variables, that is why the article analyzes satisfaction with studies in university students to achieve the objective set at the end of their professional career. Methodology: Responds to a quantitative approach study using the Structural Equations Model (SEM), with factors involved in satisfaction with The studies, faced with the uncertainties of academic procrastination and emotional exhaustion with a sample of 1.124 students from the Universidad Peruana Unión, analyzed cases to which a structured survey was applied, based on 25 items with a Likert scale. Results: It was proven that in the university reality there is an influence of academic procrastination and emotional exhaustion on satisfaction with studies, due to the postponement of activities. Discussion: The SEM model mentions that academic procrastination in its postponement of activities factor with emotional exhaustion and has a negative or inverse impact on satisfaction with studies. Conclusion: It is concluded that there is a significant relationship between academic procrastination and emotional exhaustion with a RMSEA=0,050, CFI=0,952, χ^2⁄DF=3,84 acceptable under an SEM model with satisfaction with studies in university students.

Downloads

Download data is not yet available.

Author Biographies

Jaimin Murillo-Antón, Peruvian Union University

Master in University Research and Teaching at the Universidad Peruana Unión, in 2014, completed doctorate classes with a mention in Educational Management and the title Education at the Universidad Peruana de la Unión, 1997. Currently secretary of the Latin American Early Childhood Education Network. Professor at the Universidad Peruana Unión. Her research interests include development of scientific thinking in children, inclusive education, socio-emotional development in early childhood, early literacy, assessment and measurement of learning in early childhood education, training and professional development of early childhood education teachers, Play and learning, educational interventions for children in vulnerable situations.

Luis Alberto Geraldo-Campos, Universidad Tecnológica del Perú

He obtained a Master's degree in Administration with a mention in Human Resources Management from the Universidad Nacional Mayor de San Marcos, a second specialty degree in Applied Statistics for Research and a professional degree in Administration from the Universidad Peruana Unión. He is currently a Research Professor at the Technological University of Peru. His research interests include Human Resource Management, Business Management, Educational Management and topics related to behavioral sciences; In addition, interest in topics on predictive models, machine learning, neural networks applied to psychology and structural equations. He can be contacted by email.

Juan Jesús Soria Quijaite , Universidad Tecnológica del Perú

He obtained a master's degree in applied mathematics from the National University of Engineering, in 1997, a doctorate in systems engineering and a specialist degree in Research Statistics from the Universidad Peruana de la Unión, 2011 and 2013, respectively. He is currently a Research Professor of the Department of Systems Engineering of the Technological University of Peru. His research interests include mathematical optimization, numerical methods, differential equations, functional analysis, predictive models, machine learning, neural networks, data mining, clustering with artificial intelligence. He can be contacted by email.
C20723@utp.edu.pe

Madeleine Nanny Ticona Condori, Peruvian Union University

Statistical and Computer Engineer graduated from the National University of the Altiplano Puno, work experience at the National Institute of Statistics and Informatics INEI Puno in the area of Statistical Production Management, Urban Enumerator in the XI National Population and VI Housing Censuses 2007. National Superintendence of Tax Administration -SUNAT in the Audit Area. Research professor at the Universidad Peruana Unión, General Secretary of the National University of Juliaca, with a Master's Degree in Educational Administration and a Doctorate in Statistics and Computer Science.

References

Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285-292. https://doi.org/10.20448/journal.509.2020.73.285.292 DOI: https://doi.org/10.20448/journal.509.2020.73.285.292

Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. APA PSYCNET, 57-74.

Balkis, M. y Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: Underregulation or misregulation form. European Journal of Psychology of Education, 31(3), 439-459. https://doi.org/10.1007/s10212-015-0266-5 DOI: https://doi.org/10.1007/s10212-015-0266-5

Barreto, D. A. y Salazar, H. A. (2021). Agotamiento Emocional en estudiantes universitarios del área de la salud. Universidad y Salud, 23(1), 30-39. https://doi.org/10.22267/rus.212301.211 DOI: https://doi.org/10.22267/rus.212301.211

Bäulke, L., Grunschel, C. y Dresel, M. (2022). Student dropout at university: A phase-orientated view on quitting studies and changing majors. European Journal of Psychology of Education, 37(3), 853-876. https://doi.org/10.1007/s10212-021-00557-x DOI: https://doi.org/10.1007/s10212-021-00557-x

Borges-Silva, F., Ruiz-González, L., Salar, C. y Moreno-Murcia, J. A. (2017). Motivación, autoestima y satisfacción con la vida en mujeres practicantes de clases dirigidas en centros de fitness. Cultura, Ciencia y Deporte, 12(34), 47-53. https://doi.org/10.12800/ccd.v12i34.831 DOI: https://doi.org/10.12800/ccd.v12i34.831

Caballero, C. C., Abello, R. y Palacio, J. (2007). Relación del burnout y el rendimiento académico con la satisfacción frente a los estudios en estudiantes universitarios. Avances en Psicología Latinoamericana, 25(2), 98-111.

Carranza Esteban, R. F., Mamani-Benito, O., Morales-García, W. C., Caycho-Rodríguez, T. y Ruiz Mamani, P. G. (2022). Academic self-efficacy, self-esteem, satisfaction with studies, and virtual media use as depression and emotional exhaustion predictors among college students during COVID-19. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11085 DOI: https://doi.org/10.1016/j.heliyon.2022.e11085

Depraect, N. E. Z., Flores, P. F., Murillo, L. Z. A. y Landeros, M. R. (2020). Procrastinación Académica en Estudiantes de Medicina. Sinergias educativas, 5(2), 252-259. https://doi.org/10.37954/se.v5i2.135

Dominguez-Lara, S. A., Villegas, G. y Centeno, S. B. (2014). Procrastinación académica: Validación de una escala en una muestra de estudiantes de una universidad privada. Liberabit. Revista de Psicología, 20(2), 293-304.

Estrada, E. G. y Mamani, H. J. (2020). Procrastinación académica y ansiedad en estudiantes universitarios de Madre de Dios, Perú. Apuntes Universitarios, 10(4), 322-337. https://doi.org/10.17162/au.v10i4.517 DOI: https://doi.org/10.17162/au.v10i4.517

Ferrari, J. R., Keane, S. M., Wolfe, R. N. y Beck, B. L. (1998). The antecedents and consequences of academic excuse-making: Examining Individual Differences in Procrastination. Research in Higher Education, 39(2), 199-215. https://doi.org/10.1023/A:1018768715586 DOI: https://doi.org/10.1023/A:1018768715586

Fritzsche, B. A., Rapp Young, B. y Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences, 35(7), 1549-1557. https://doi.org/10.1016/S0191-8869(02)00369-0 DOI: https://doi.org/10.1016/S0191-8869(02)00369-0

Gadosey, C. K., Grunschel, C., Kegel, L. S., Schnettler, T., Turhan, D., Scheunemann, A., Bäulke, L., Thomas, L., Buhlmann, U., Dresel, M., Fries, S., Leutner, D. y Wirth, J. (2022). Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.918367 DOI: https://doi.org/10.3389/fpsyg.2022.918367

Gordillo, L. D. J., Domínguez, B. M., Vega, C., Cruz, A. y Angeles, M. (2020). El marketing educativo como estrategia para la satisfacción de alumnos universitarios. Propósitos y Representaciones, 8(1), e499. https://doi.org/10.20511/pyr2020.v8nSPE1.499 DOI: https://doi.org/10.20511/pyr2020.v8nSPE1.499

Grunschel, C., Schwinger, M., Steinmayr, R. y Fries, S. (2016). Effects of using motivational regulation strategies on students’ academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. https://doi.org/10.1016/j.lindif.2016.06.008 DOI: https://doi.org/10.1016/j.lindif.2016.06.008

Hall, N. C., Lee, S. Y. y Rahimi, S. (2019). Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis. PLOS ONE, 14(12), e0226716. https://doi.org/10.1371/journal.pone.0226716 DOI: https://doi.org/10.1371/journal.pone.0226716

Harsasi, M. y Sutawijaya, A. (2018). Determinants of Student Satisfaction in Online Tutorial: A Study of A Distance Education Institution. Turkish Online Journal of Distance Education, 19(1), 89-99. https://doi.org/10.17718/tojde.382732 DOI: https://doi.org/10.17718/tojde.382732

Hen, M. y Goroshit, M. (2014). Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities. Journal of Learning Disabilities, 47(2), 116-124. https://doi.org/10.1177/0022219412439325 DOI: https://doi.org/10.1177/0022219412439325

Hernández-Sampieri, R. y Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta (1ª ed.). Mc Graw Hill.

Hew, K., Hu, X., Qiao, C. y Tang, Y. (2019). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724. https://doi.org/10.1016/j.compedu.2019.103724 DOI: https://doi.org/10.1016/j.compedu.2019.103724

Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (Digital Edition). https://www.aacu.org/publication/high-impact-educational-practices-what-they-are-who-has-access-to-them-and-why-they-matter

Lancker, W. V. y Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making. The Lancet Public Health, 5(5), e243-e244. https://doi.org/10.1016/S2468-2667(20)30084-0 DOI: https://doi.org/10.1016/S2468-2667(20)30084-0

Li, C., Hu, Y. y Ren, K. (2022). Physical Activity and Academic Procrastination among Chinese University Students: A Parallel Mediation Model of Self-Control and Self-Efficacy. International Journal of Environmental Research and Public Health, 19(10), 6017. https://doi.org/10.3390/ijerph19106017 DOI: https://doi.org/10.3390/ijerph19106017

Lindner, C., Zitzmann, S., Klusmann, U. y Zimmermann, F. (2023). From procrastination to frustration—How delaying tasks can affect study satisfaction and dropout intentions over the course of university studies. Learning and Individual Differences, 108, 102373. https://doi.org/10.1016/j.lindif.2023.102373 DOI: https://doi.org/10.1016/j.lindif.2023.102373

Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H. y Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: A cross-sectional study. BMC Medical Education, 23(1), 317. https://doi.org/10.1186/s12909-023-04316-y DOI: https://doi.org/10.1186/s12909-023-04316-y

López-Frías, M. F. (2021). Procrastinación académica en estudiantes de enfermería de una Universidad de México. Revista Electrónica en Educación y Pedagogía, 5(9), 57-67. https://doi.org/10.15658/rev.electron.educ.pedagog21.11050905 DOI: https://doi.org/10.15658/rev.electron.educ.pedagog21.11050905

Lowinger, R. J., Kuo, B. C. H., Song, H.-A., Mahadevan, L., Kim, E., Liao, K. Y.-H., Chang, C. Y., Kwon, K.-A. y Han, S. (2016). Predictors of Academic Procrastination in Asian International College Students. Journal of Student Affairs Research and Practice, 53(1), 90-104. https://doi.org/10.1080/19496591.2016.1110036 DOI: https://doi.org/10.1080/19496591.2016.1110036

Manzano PatAiño, A. (2015). Structural equation models: From paths to networks. Springer.

Maria-Ioanna, A. y Patra, V. (2022). The role of psychological distress as a potential route through which procrastination may confer risk for reduced life satisfaction. Current Psychology, 41(5), 2860-2867. https://doi.org/10.1007/s12144-020-00739-8 DOI: https://doi.org/10.1007/s12144-020-00739-8

Moreta-Herrera, R., Durán-Rodríguez, T. y Villegas-Villacrés, N. (2018). Regulación Emocional y Rendimiento como predictores de la Procrastinación Académica en estudiantes universitarios. Revista de Psicología y Educación - Journal of Psychology and Education, 13(2), 155. https://doi.org/10.23923/rpye2018.01.166 DOI: https://doi.org/10.23923/rpye2018.01.166

Muñoz, N., Camargo Mayorga, D. y Gomez Contreras, J. (2022). Percepciones sobre el aprendizaje contable en línea por parte de estudiantes de la modalidad presencial: Un análisis usando SEM. Encuentros, 20, 118-134. https://doi.org/10.15665/encuen.v20i01.2808

Nguyen, B., Steel, P. y Ferrari, J. R. (2013). Procrastination’s Impact in the Workplace and the Workplace’s Impact on Procrastination. International Journal of Selection and Assessment, 21(4), 388-399. https://doi.org/10.1111/ijsa.12048 DOI: https://doi.org/10.1111/ijsa.12048

Oladosu, K. K., Alasan, N. J., Ibironke, E. S., Ajani, H. A. y Jimoh, T. A. (2020). Learning with Smart Devices: Influence of Technostress on Undergraduate Students’ Learning at University of Ilorin, Nigeria. International Journal of Education and Development Using Information and Communication Technology, 16(2), 40-47.

Otero, M., Sánchez, J. y Giraldo, W. (2022). Diversidad organizcional universitaria. Investigación aplicada a estudiantes de Colombia y México. Educacion y Humanismo, 24(43), 50-66. https://doi.org/10.17081/eduhum.24.43.5734 DOI: https://doi.org/10.17081/eduhum.24.43.5734

Prada-Núñez, R., Gamboa-Suárez, A. A. y Hernández-Suárez, C. A. (2020). Beliefs of students around the study of physics in basic secondary and technical education. Journal of Physics: Conference Series, 1672(1), 012020. https://doi.org/10.1088/1742-6596/1672/1/012020 DOI: https://doi.org/10.1088/1742-6596/1672/1/012020

Rabin, E. G., da Silva, C. N., de Souza, A. B., Lora, P. S. y Viegas, K. (2019). Application of the MISSCARE scale in an Oncology Service: A contribution to patient safety. Revista da Escola de Enfermagem, 53, 1-8. https://doi.org/10.1590/S1980-220X2018025403513 DOI: https://doi.org/10.1590/s1980-220x2018025403513

Rupp, A. A. y Sweet, S. J. (2011). Analysis of Multivariate Social Science Data (2ª ed.). Structural Equation Modeling: A Multidisciplinary Journal, 18(4), 686-693. https://doi.org/10.1080/10705511.2011.607725 DOI: https://doi.org/10.1080/10705511.2011.607725

Samperio, V. M. (2019). Ecuaciones estructurales en los modelos educativos: Características y fases en su construcción. Apertura (Guadalajara, Jal.), 11(1), 90-103. https://doi.org/10.32870/ap.v11n1.1402 DOI: https://doi.org/10.32870/Ap.v11n1.1402

Scheunemann, A., Schnettler, T., Bobe, J., Fries, S. y Grunschel, C. (2022). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141-1164. https://doi.org/10.1007/s10212-021-00571-z DOI: https://doi.org/10.1007/s10212-021-00571-z

Sirois, F. y Pychyl, T. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. https://doi.org/10.1111/spc3.12011 DOI: https://doi.org/10.1111/spc3.12011

Steel, P. y Klingsieck, K. B. (2015). Procrastination. En International Encyclopedia of the Social & Behavioral Sciences (pp. 73-78). Elsevier.

https://doi.org/10.1016/B978-0-08-097086-8.25087-3 DOI: https://doi.org/10.1016/B978-0-08-097086-8.25087-3

Tahir, M., Yasmin, R., Butt, M. W. U., Gul, S., Aamer, S. y Naeem, N. (2022). Exploring the level of academic procrastination and possible coping strategies among medical students. Journal of the Pakistan Medical Association, 72(4), 629-633. https://doi.org/10.47391/JPMA.0710 DOI: https://doi.org/10.47391/JPMA.0710

Wach, F.-S., Karbach, J., Ruffing, S., Brünken, R. y Spinath, F. M. (2016). University Students’ Satisfaction with their Academic Studies: Personality and Motivation Matter. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00055 DOI: https://doi.org/10.3389/fpsyg.2016.00055

Wildberger, C. A. y Aranda, M. A. (2022). Procrastinación académica en la modalidad virtual en estudiantes de carreras de salud en un centro universitario. Periodo 2022. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 6721-6731. https://doi.org/10.37811/cl_rcm.v6i6.3917 DOI: https://doi.org/10.37811/cl_rcm.v6i6.3917