Keywords
apoyo de los compañeros
apoyo institucional
satisfacción académica
enseñanza en línea teacher support
peer support
institutional support
academic satisfaction
online teaching
How to Cite
Abstract
During the period from March to May 2020, a period of confinement took place in Spain due to the COVID-19 pandemic. Among other relevant social changes, improvised online teaching was adopted to replace face-to-face teaching throughout the education system. The objective of this research was to analyze the possible mediating role of the school engagement between the support of the institution, peers and professors, and the academic satisfaction of university students with the teaching received during the COVID-19 lockdown. The participants were 157 students who were studying various disciplines from first to fourth year of undergraduate and master's degrees at the University of Valencia. An online questionnaire was administered to collect data on the proposed variables. A structural equation model with latent factors was applied to test the hypotheses. An important mediating effect of school engagement was observed for the academic satisfaction of the students, and an outstanding direct influence of the support of the teaching staff on the academic satisfaction of the students. In this work, empirical evidence is provided on the relationship between social support and academic satisfaction of Spanish university students mediated by school engagement during the months of lockdown due to COVID-19. Therefore, relevant information is offered for the elaboration of a specific methodology to apply quality online teaching.
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