Melchor Gutiérrez e-mail(Inicie sesión) , José-Manuel Tomás e-mail(Inicie sesión) , Salvador Alberola e-mail(Inicie sesión)

Contenido principal del artículo


Melchor Gutiérrez e-mail(Inicie sesión)
José-Manuel Tomás e-mail(Inicie sesión)
Salvador Alberola e-mail(Inicie sesión)


El objetivo es analizar la influencia del compromiso académico sobre la satisfacción de los estudiantes universitarios con su facultad, a partir del apoyo a la autonomía por el profesorado. Se administran escalas de Apoyo a la Autonomía, Compromiso Académico y Satisfacción con la Facultad, a 870 estudiantes universitarios dominicanos (50.6% hombres, 49.4% mujeres). Se aplican Análisis Factoriales Confirmatorios y Modelos de Ecuaciones Estructurales. Los resultados reflejan la influencia del apoyo a la autonomía por los profesores sobre la satisfacción con la facultad a través del compromiso académico, así como el efecto directo de la percepción de apoyo a la autonomía por los profesores sobre la satisfacción de los estudiantes universitarios con su centro educativo.

Palabras clave

Motivación, Logro académico, Educación superior, República Dominicana


Burns, E. C., Martin, A. J. y Collie, R. J. (2018). Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57-72.

Cabus, S. J. (2015). Does enhanced student commitment reduce school dropout? Evidence from two major dropout regions in the Netherlands. Regional Studies, 49(4), 599-614.

Casado-Múñoz, R., Lezcano-Barbero, F. y Colomer-Feliu, J. (2015). Diez pasos clave en el desarrollo de un programa de mentoría universitaria para estudiantes de nuevo ingreso. Revista Electrónica Educare, 19(2), 155-180.

Corcino, P. (2017). Aumenta la deserción universitaria en los jóvenes dominicanos. Periódico El Dinero, 24/4/2017. Extraído de

Diener, E. y Ryan, K. (2009). Subjective well-being: A general overview. South African Journal of Psychology, 39(4), 391-406.

Elliott, K. M. y Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24, 197-209.

Fall, A. M. y Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35, 787-798.

Fernández-Salinero, C., Belando, M. R. y González, M. R. (2017). Mentoría pedagógica para profesorado universitario novel: estado de la cuestión y análisis de buenas prácticas. Estudios sobre Educación, 33, 49-75.

Finney, S. J. y 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: Information Age Publishing.

Fredricks, J. A., Blumenfeld, P. C. y Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.

Gairín, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P. y Torrado, M. (2014). Student dropout rates in Catalan universities: profi le and motives for disengagement. Quality in Higher Education, 20(2), 165-182.

Griffin, B. W. (2016). Perceived autonomy support, intrinsic motivation, and student ratings of instruction. Studies in Educational Evaluation, 51, 116-125.

Hakimzadeh, R., Besharat, M-A., Khaleghinezhad, S. A. y Jahromi, R. G. (2016). Peers’ perceived support, student engagement in academic activities and life satisfaction: A structural equation modeling approach. School Psychology International, 3 7(3), 240-254.

Hirschfield, P. J. y Gasper, J. (2011). The relationship between school engagement and delinquency in late childhood and early adolescence. Journal of Youth and Adolescence, 40, 3-20.

Holliman, A. J., Martin, A. J. y Collie, R. J. (2018). Adaptability, engagement, and degree completion: a longitudinal investigation of university students. Educational Psychology, 38(6), 785-799.

Howell, G. F. y Buck, J. M. (2012). The adult student and course satisfaction: What matters most? Innovative Higher Education, 37, 215-226.

Jang, H., Kim, E.U. y 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.

Jang, H., Reeve, J. y Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.

Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38, 758-773.

Karcher, M. J. y Lee, Y. (2002). Connectedness among Taiwanese middle school students: A validation study of the Hemingway Measure of Adolescent Connectedness. Asia Pacific Education Review, 3, 92-114.

Kinsella, G. K., Mahon, C. y Lillis, S. (2017). Facilitating active engagement of the university student in a large-group setting using group work activities. Journal of College Science Teaching, 46, 34-43.

Kline, R. B. (2016). Principles of structural equation modeling. New York: LEA.

Lent, R. W., Brown, S. D. y Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.

Lent, R. W., Miller, M. J., Smith, P. E., Watford, B. A., Lim, R. H. y Hui, K. (2016). Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity. Journal of Vocational Behavior, 94, 79-88.

Lobato Fraile, C. e Ilvento, M. C. (2013). La orientación y tutoría universitaria: Una aproximación actual. Revista de Docencia Universitaria, 11(2), 17-26.

Lohmeier, J. H. y Lee, S. W. (2011). A school connectedness scale for use with adolescents. Educational Research and Evaluation, 17(2), 85-95.

Loukas, A., Suzuki, R. y Horton, K.D. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16, 491-502.

Magen-Nagar, N. y Shachar, H. (2017). Quality of teaching and dropout risk: A multi-level analysis. Journal of Education for Students Placed at Risk, 22(1), 9-24.

Matos, L., Reeve, J., Herrera, D. y Claux, M. (2018). Students’ agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. The Journal of Experimental Education, doi:10.1080/00220973.2018.1448746.

Muthén, L. K. y Muthén, B. O. (2017). Mplus User’s Guide. Los Angeles: Muthén & Muthén.

Nearchou, F. A., Stogiannidou, A. y Kiosseoglou, G. (2014). Adaptation and psychometric evaluation of a resilience measure in Greek elementary school students. Psychology in the Schools, 51(1), 58-71.

Oades, L. G., Robinson, P., Green, S. y Spence, G. B. (2011). Towards a positive university. The Journal of Positive Psychology, 6(6), 432-439.

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A. y Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110(2), 269-288.

Pérez, F. J., Martínez, P. y Martínez, M. (2015). Satisfacción del estudiante universitario con la tutoría. Diseño y validación de un instrumento de medida. Estudios sobre Educación, 29, 81-101.

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefi t. The Elementary School Journal, 106(3), 225-236.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-178.

Reeve, J. y Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.

Reeve, J., Jang, H., Carrell, D., Jeon, S. y Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147-169.

Reschly, A. L. y Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. En S. L.

Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of research on student engagement (pp. 3-20). New York: Springer.

Respondek, L., Seufert, T., Stupnisky, R. y Nett, U. E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: Examining effects on dropout intention and achievement. Frontiers in Psychology, 8, 1-18.

Ryan, R. M. y Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Ryan, R. M. y Deci, E. L. (2000b). The darker and brighter sides of human existence: basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319-338.

Salmela-Aro, K. y Upadyaya, K. (2012). The Schoolwork Engagement Inventory: Energy, dedication, and absorption (EDA). European Journal of Psychological Assessment, 28, 60-66.

Sánchez-Gelabert, A. y Elías, M. (2017). Los estudiantes universitarios no tradicionales y el abandono de los estudios. Estudios sobre Educación, 32, 27-48.

Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M. y Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33, 464-481.

Seligman, M., Ernst, R., Gillham, J., Reivich, K. y Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.

Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B. y Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68.

Suhlmann, M., Sassenberg, K., Nagengast, B. y Trautwein, U. (2018). Belonging mediates effects of student-university fi t on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28.

Tinto, V. (1975). Dropout from higher education, a theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125.

Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3) 254-269.

Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U. y Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460-472.

Tzé, V. M. C., Klassen, R. M. y Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39, 175-187.

Upadyaya, K. y Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts. A review of empirical research. European Psychologist, 18, 136-147.

Van Rooij, E. C., Jansen, E. P. y Van de Grift, W. J. (2017). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, doi:10.1007/s10212-017-0347-8.

Van Ryzin, M. J., Gravely, A. A. y Roseth, C. J. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Youth Adolescence, 38, 1-12.

Wach, F. S., Karbach, J., Ruffi ng, S., Brünken, R. y Spinath, F. M. (2016). University students’ satisfaction with their academic studies: Personality and motivation matter. Frontiers in Psychology, 7(55), 1-12.

Yeo, R. (2009). Service quality ideals in a competitive tertiary environment. International Journal of Educational Research, 48, 62-76.


Search GoogleScholar


Detalles del artículo

Biografía del autor/a

Melchor Gutiérrez, Universidad de Valencia. Av. Blasco Ibáñez, 21

46010 Valencia

José-Manuel Tomás, Universidad de Valencia. Av, Blasco Ibáñez, 21

46010 Valencia

Salvador Alberola, Universidad de Valencia. Av. Blasco Ibáñez, 21

46010 Valencia