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Liberabit

versão impressa ISSN 1729-4827

Resumo

VERGARA-MORALES, Jorge. Modeling motivational factors related to academic satisfaction: a multilevel study. liber. [online]. 2024, vol.30, n.1, pp.144-157.  Epub 29-Fev-2024. ISSN 1729-4827.  http://dx.doi.org/10.24265/liberabit.2024.v30n1.811.

Background:

Motivational factors constitute fundamental aspects of achieving well-being and experiences associated with the development of academic activities. However, studies on academic satisfaction have focused on the individual dimension, excluding the influence of the teaching level.

Objective:

the study aims to estimate a hypothetical multilevel model that explains academic satisfaction from motivational factors of teachers and students.

Method:

the sample is structured hierarchically, considering 745 university students nested within 32 teachers. Descriptive statistics and multilevel path analysis are used to analyze the data.

Results:

the results show that students’ motivational factors mainly explain the variation in academic satisfaction. However, the teacher level also has a significant effect from the students’ perception of pressure. This process weakens autonomous motivation for teaching and teaching self-efficacy, affecting the quality of the teaching-learning processes.

Conclusion:

it is concluded that the configuration of academic satisfaction involves the deployment of motivational resources of both teachers and students, which, through their interaction, contribute to the development of well-being experiences in the classroom.

Palavras-chave : academic satisfaction; autonomous motivation; perceived locus of causality; multilevel analysis..

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