Aportaciones de la teoría de la autodeterminación a la predicción de la satisfacción escolar en estudiantes universitarios
Abstract
The specialized literature offers evidence that university dropout rates are high throughout the world, creating problems for the students themselves, for the institution to which they belong, and for society in general. The determining factors of dropout are diverse, considering the student satisfaction with their educational environment as one of the most important ones. There is also evidence that the students’ satisfaction with their academic environment depends to a large extent on the classroom motivational climate and the satisfaction of basic psychological needs, main elements of the self-determination theory. In the theoretical framework of self-determined motivation and positive psychology, the objective of this paper is to analyze the predictive capacity of teachers’ autonomy support on students’ academic satisfaction, mediated by the satisfaction of the students’ basic psychological needs. Participants are 752 Dominican university students. Instruments: Perceived Teachers’ Autonomy Support, Students’ Basic Psychological Needs Scale, and Academic Connectedness Scale. The data has been analyzed through two Structural Equation Models with latent variables, a total mediational model and a partial mediational model. The results show that support for autonomy is positively related to the satisfaction of basic psychological needs; that basic needs are positively related to academic satisfaction; and that there is also a positive and direct effect of autonomy support by teachers on university students’ academic satisfaction.
Downloads
References
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241-252. doi: https://doi.org/10.1080/00220671003728062
Arce, M. E., Crespo, B., & Míguez-Álvarez, C. (2015). Higher education drop-out in Spain. Particular case of universities in Galicia. International Education Studies, 8(5), 247-264. doi: http://dx.doi.org/10.5539/ies.v8n5p247
Baker, J. E., Dilly, L. J., Aupperlee, J. L., & Patil, S. A. (2003). The developmental context of school satisfaction: Schools as psychologically healthy environments. School Psychology Quarterly, 18(2), 206-221. doi: https://doi.org/10.1521/scpq.18.2.206.21861
Chen, C. (2015). Incremental validity of achievement goals in predicting subjective wellbeing among university students. Journal of Cognitive Education and Psychology, 14(1), 38-62. doi: https://doi.org/10.1891/1945-8959.14.1.38
Corcino, P. (24 de abril de 2017). Aumenta la deserción universitaria en los jóvenes dominicanos. Periódico El Dinero. Recuperado de https://www.eldinero.com.do/40308/aumenta-la-desercion-universitaria-en-los-jovenes-dominicanos/
Cordeiro, P., Paixão, P., Lens, W., Lacante, M., & Sheldon, K. (2016). Factor structure and dimensionality of the balanced measure of psychological needs among Portuguese high school students. Relations to well-being and ill-being. Learning and Individual Differences, 47, 51-60. doi: http://dx.doi.org/10.1016/j.lindif.2015.12.010
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185. doi: http://dx.doi.org/10.1037/a0012801
Diseth, A., Breidablik, H. J., & Meland, E. (2018). Longitudinal relations between perceived autonomy support and basic need satisfaction in two student cohorts. Educational Psychology, 38(1), 99-115. doi: https://doi.org/10.1080/01443410.2017.1356448
Evans, P., & Bonneville-Roussy, A. (2016). Self-determined motivation for practice in university music students. Psychology of Music, 44(5) 1095-1110. doi: https://doi.org/10.1177/0305735615610926
Feixas, M., Rodríguez, D., Muñoz, J. L., Navarro, M., & Gairín, J. (2015). Hacia la comprensión del abandono universitario en Catalunya: el caso de la Universitat Autònoma de Barcelona. Estudios sobre Educación, 28, 117-138. doi: https://doi.org/10.15581/004.28.117-138
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in SEM. En G. R. Hancock y R. O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269-314). Greenwich, CO, EE.UU.: Information Age Publishing.
Freixa, M., Llanes, J., & Venceslao, M. (2018). El abandono en el recorrido formativo del estudiante de ADE de la Universidad de Barcelona. Revista de Investigación Educativa, 36(1), 185-202. doi: https://doi.org/10.6018/rie.36.1.278971
Gillet, N., Morin, A. J., Huyghebaert, T., Burgger, L., Maillot, A., Poulin, A., & Tricard, E. (2017). University students’ need satisfaction trajectories: A growth mixture analysis. Learning and Instruction. doi: https://doi.org/10.1016/j.learninstruc.2017.11.003
Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Studies in Educational Evaluation, 51, 116-125. doi: https://doi.org/10.1016/j.stueduc.2016.10.007
Hagger, M. S., Chatzisarantis, N. L., Hein, V., Pihu, M., Soós, I., & Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632-653. doi: https://doi.org/10.1016/j.psychsport.2006.09.001
Huebner, E. S., Ash, C., & Laughlin, J. E. (2001). Life experiences, locus of control, and school satisfaction in adolescence. Social Indicators Research, 55, 167-183. doi: https://doi.org/10.1023/A:1010939912548
Huo, Y., & Kong, F. (2014). Moderating effects of gender and loneliness on the relationship between self-esteem and life satisfaction in Chinese university students. Social Indicators Research, 118(1), 305-314. doi: https://doi.org/10.1007/s11205-013-0404-x
Jang, H., Kim, E. U., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175-1188. doi: http://dx.doi.org/10.1037/a0028089
Kline, R. B. (2016). Principles of structural equation modeling. New York, NY, EE.UU.: LEA.
Lent, R. W., Singley, D., Sheu, H.B., Schmidt, J. A., & Schmidt, L. C. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15(1), 87-97. doi: https://doi.org/10.1177/1069072706294518
Liu, J. D., & Chung, P. K. (2016). Students’ perceived autonomy support and psychological needs satisfaction in physical education and exercise intrinsic motivation. Journal of Sport Behavior, 39(4), 409-425.
López-Cassá, E., Pérez-Escoda, N., & Alegre, A. (2018). Competencia emocional, satisfacción en contextos específicos y satisfacción con la vida en la adolescencia. Revista de Investigación Educativa, 36(1), 57-73. doi: https://doi.org/10.6018/rie.36.1.273131
López-Walle, J., Balaguer, I., Castillo, I., & Tristán, J. (2012). Autonomy support, basic psychological needs and well-being in Mexican athletes. The Spanish Journal of Psychology, 15(3), 1283-1292. doi: https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39414
Ma, C. M., Shenk, D. T., & Lai, C. C. (2016). Psychological needs, self-regulation, and motivation profiles among a sample of Hong Kong Chinese university students: a person-centered approach. International Journal on Disability and Human Development, 16(4), 407-416. doi: https://doi.org/10.1515/ijdhd-2017-7009
MacKinnon, D. P. (2008). Statistical Mediation Analysis. New York, NY, EE.UU.: Lawrence Erlbaum Associates.
Magen-Nagar, N., & Shachar, H. (2017). Quality of teaching and dropout risk: A multilevel analysis. Journal of Education for Students Placed at Risk, 22(1), 9-24. doi: https://doi.org/10.1080/10824669.2016.1242069
Medellín-Lozano, E. W. (2010). Contrastación de dos modelos motivacionales de autodeterminación para predecir la deserción en universitarios. Acta Colombiana de Psicología, 13(2), 57-68.
Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and wellbeing: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50, 387-391. doi: https://doi.org/10.1016/j.paid.2010.10.029
Ministerio de Educación, Cultura y Deporte [MECD] (2016). Datos básicos del sistema universitario español. Curso 2015-2016. Madrid: Ministerio de Educación, Cultura y Deporte.
Muthén, L. K., & Muthén, B. O. (2017). Mplus User’s Guide. Eighth Edition. Los Ángeles, CA, EE.UU.: Muthén & Muthén.
Nearchou, F. A., Stogiannidou, A., & Kiosseoglou, G. (2014). Adaptation and psychometric evaluation of a resilience measure in Greek elementary school students. Psychology in the Schools, 51(1), 58-71. doi: https://doi.org/10.1002/pits.21732
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144. doi: http://dx.doi.org/10.1177/1477878509104318
Orsini, C., Binnie, V., Wilson, S., & Villegas, M. J. (2018). Learning climate and feedback as predictors of dental students’ self-determined motivation: The mediating role of basic psychological needs satisfaction. European Journal of Dental Education, 22(2), 228-236. doi: https://doi.org/10.1111/eje.12277
Seligman, M. E., & Csikszentmihalvi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. doi: http://dx.doi.org/10.1037//0003-066X.55.1.5
Shih, S. S. (2013). The effects of autonomy support versus psychological control and work engagement versus academic burnout on adolescents’ use of avoidance strategies. School Psychology International, 34(3), 330-347. doi: https://doi.org/10.1177/0143034312466423
Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28. doi: https://doi.org/10.1027/1864-9335/a000325
Sulea, C., van Beek, I., Sarbescu, P., Virga, D., & Schaufeli, W. B. (2015). Engagement, boredom, and burnout among students: Basic need satisfaction matters more than personality traits. Learning and Individual Differences, 42, 132-138. doi: https://doi.org/10.1016/j.lindif.2015.08.018
Tian, L., Han, M., & Huebner, E. S. (2014). Preliminary development of the Adolescent Students’ Basic Psychological Needs at School Scale. Journal of Adolescence, 37, 257-267. doi: https://doi.org/10.1016/j.adolescence.2014.01.005
UNESCO (1998). Higher Education Staff Development: Continuing Mission. Recuperado de http://www.unesco.org/education/educprog/wche/principal/mission.html
Urquijo, I., & Extremera, N. (2017). Satisfacción académica en la universidad: relaciones entre inteligencia emocional y engagement académico. Electronic Journal of Research in Educational Psychology, 15(3), 553-573. doi: https://doi.org/10.14204/ejrep.43.16064
Valdés-Henao, C. (2018). “Deserción universitaria”: entre desvinculaciones institucionales y búsqueda de sentidos de vida. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 16(1), 331-344. doi: https://doi.org/10.11600/1692715x.16120
Wach, F. S., Karbach, J., Ruffing, S., Brünken, R., & Spinath, F. M. (2016). University students’ satisfaction with their academic studies: Personality and motivation matter. Frontiers in Psychology, 7(55), 1-12. doi: https://doi.org/10.3389/fpsyg.2016.00055
Wu, A. M., Lai, M. A., & Chan, I. T. (2014). Coaching behaviors, satisfaction of needs, and intrinsic motivation among Chinese university athletes. Journal of Applied Sport Psychology, 26, 334-348. doi: https://doi.org/10.1080/10413200.2014.888107
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
