La influencia de la credibilidad del profesorado universitario en la satisfacción académica del alumnado: el rol mediador de la motivación académica

Autores/as

DOI: https://doi.org/10.6018/reifop.618971
Palabras clave: Credibilidad docente, motivación académica, satisfacción académica, PLS-SEM

Resumen

La literatura científica ha evidenciado la incidencia que tiene el comportamiento del docente en la motivación y la satisfacción académica, ambas variables asociadas al aprendizaje de los estudiantes. El presente estudio tiene como objetivo predecir la satisfacción académica del alumnado según sus percepciones sobre la credibilidad del profesorado universitario teniendo en cuanta el rol mediador de la motivación académica. Para abordar este propósito se ha utilizado una muestra de 446 estudiantes matriculados en los grados universitarios de infantil y primaria. Para la recogida de datos se ha utilizado la escala de Credibilidad en Profesores Universitarios, la escala de Motivación Estado y la escala de Satisfacción Académica. Como técnica estadística se ha optado por un modelo de ecuaciones estructurales a través del método de mínimos cuadrados parciales (PLS-SEM). Los resultados revelan que la motivación académica media la relación entre la credibilidad docente y la satisfacción académica del alumnado. A partir de los resultados se discuten los hallazgos y se proponen recomendaciones prácticas para que el docente sea percibido como más creíble en su práctica educativa.

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Publicado
09-08-2024
Cómo citar
de Besa Gutiérrez, M. R., Froment, F., & Gil Flores, J. (2024). La influencia de la credibilidad del profesorado universitario en la satisfacción académica del alumnado: el rol mediador de la motivación académica . Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(3), 211–223. https://doi.org/10.6018/reifop.618971