Palabras clave
apoyo de los compañeros
apoyo institucional
satisfacción académica
enseñanza en línea teacher support
peer support
institutional support
academic satisfaction
online teaching
Cómo citar
Resumen
Durante el periodo de marzo a mayo de 2020 tuvo lugar en España un periodo de confinamiento debido a la pandemia por COVID-19. Entre otros cambios sociales relevantes, se adoptó una docencia en línea improvisada en sustitución de la docencia presencial en todo el sistema educativo. El objetivo de esta investigación consistió en analizar el posible papel mediador del compromiso académico entre el apoyo de la institución, de los compañeros y de los profesores, y la satisfacción académica de los estudiantes universitarios con la docencia recibida durante el confinamiento por COVID-19. Los participantes fueron 157 estudiantes que cursaban diversas disciplinas de primero a cuarto curso de grado y máster en la Universidad de Valencia. Se administró un cuestionario en línea para recabar datos sobre las variables propuestas. Se aplicó un modelo de ecuaciones estructurales con factores latentes, para comprobar las hipótesis planteadas. Se observó un importante efecto mediador del compromiso académico sobre la satisfacción académica de los estudiantes, y se encontró una destacada influencia directa del apoyo del profesorado sobre la satisfacción académica del estudiantado. En el presente trabajo, se aporta evidencia empírica de la relación entre el apoyo social y la satisfacción académica del alumnado universitario español mediado por el compromiso académico en los meses de confinamiento por COVID-19. Se ofrece pues información relevante para la elaboración de una metodología específica para aplicar una docencia en línea de calidad.
Citas
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