From the Basic Psychological Needs Satisfaction to Intrinsic Motivation: Mediating Effect of Academic Integration.

The studies show a positive and direct relationship between basic psychological needs satisfaction and intrinsic motivation of the students. However, there is a lack of studies that analyze the psychological processes that affect these relationships. For this reason, the purpose of this study was to investigate the mediating role of academic integration on the relationship between basic psychological needs satisfaction and intrinsic motivation of Chilean university students. The participants were a total of 580 students from a university in northern Chile, 359 women and 221 men. The mediation analysis was performed by structural equations modeling, using the maximum likelihood method and the bootstrapping procedure with 10,000 iterations. The results indicated that academic integration partially mediated the relationship between basic psychological needs satisfaction and intrinsic motivation of the students. Therefore, the basic psychological needs satisfaction had an indirect effect on the intrinsic motivation of the students through academic integration. It is concluded that the academic integration constitutes a psychological process that promotes the development of intrinsic motivation for learning. The practical implications are discussed along with the limitations of the study and recommendations for future research.

Perfiles motivacionales relacionados con la satisfacción académica de estudiantes universitarios / Motivational profiles related to the academic satisfaction of university students

Los objetivos del estudio fueron identificar los perfiles motivacionales de estudiantes universitarios y evaluar sus diferencias en cuanto a la satisfacción académica. Los participantes fueron 882 estudiantes con edades comprendidas entre los 17 y 50 años, procedentes de nueve universidades chilenas. Los perfiles motivacionales se identificaron mediante análisis de conglomerados, siguiendo la combinación de métodos jerárquicos y no jerárquicos. El análisis de conglomerados se realizó incluyendo las siguientes variables motivacionales: (1) motivación autónoma, (2) motivación controlada, (3) percepción de apoyo a la autonomía, y (4) percepción de control de la autonomía. Las diferencias entre los perfiles se evaluaron a través de la prueba Anova unifactorial, considerando el cálculo del tamaño del efecto y el análisis post-hoc de Games-Howell. Los resultados del análisis de conglomerados apoyaron una solución de cuatro perfiles motivacionales: mala calidad (n = 167), baja cantidad (n = 144), buena calidad (n = 333), y alta cantidad (n = 238). Además, los estudiantes agrupados en los perfiles con mayores niveles de autonomía para el aprendizaje, presentaron los niveles más altos de satisfacción académica. Como conclusión, se destaca la importancia que tienen los factores motivacionales para facilitar el desarrollo del bienestar de los estudiantes universitarios

The aims of the study were to identify the motivational profiles of university students and to assess their differences according the academic satisfaction. The participants were 882 students aged 17 to 50, from nine Chilean universities. Motivational profiles were identified by cluster analysis, following the combination of hierarchical and non-hierarchical methods. The cluster analysis was perform including the following motivational variables: (1) autonomous motivation, (2) controlled motivation, (3) perception of autonomy support, and (4) perception of autonomy control. The differences among the profiles were assessed through the one way Anova test, considering the effect size calculation, and the Games-Howell post-hoc analysis. The cluster analysis results supported a four motivational profiles solution: poor quality (n = 167), low quantity (n = 144), good quality (n = 333), and high quantity (n = 238). Moreover, students grouped into profiles with higher levels of autonomy for learning, presented the highest levels of academic satisfaction. In conclusion, the importance of motivational factors to facilitate the development of university students' well-being is highlighted

Adaptación de la Escala de Satisfacción Académica en Estudiantes Universitarios Chilenos / Adaptation of the Academic Satisfaction Scale in Chilean university students

El análisis de la satisfacción académica constituye un aspecto clave para explicar la calidad del aprendizaje. Para medir el constructo, actualmente se dispone de la Escala de Satisfacción Académica (ESA), instrumento de medida basado en la perspectiva del bienestar psicológico. Debido a que no se cuenta con antecedentes sobre su aplicación en el contexto de la educación superior chilena, el objetivo del estudio fue evaluar la estructura factorial, consistencia interna y validez de la ESA en una muestra de estudiantes universitarios chilenos. Los participantes fueron 608 estudiantes de siete universidades chilenas. Los resultados del análisis factorial exploratorio (AFE) y confirmatorio (AFC) apoyaron la estructura unifactorial propuesta en el modelo original. Finalmente, los resultados del análisis factorial confirmatorio multigrupo (AFCM) apoyaron la invarianza del modelo de medida entre estudiantes mujeres y hombres. Se concluye que la ESA presenta adecuadas propiedades psicométricas para medir la satisfacción académica en estudiantes universitarios chilenos

The analysis of academic satisfaction is a key aspect to explain the quality of learning. To measure the construct, currently there is the Academic Satisfaction Scale (ASS), a measurement instrument based on the psychological wellbeing perspective. Since there is no background regarding its application in the context of Chilean higher education, the aim of the study was to assess the factor structure, internal consistency, and validity of the ASS in a sample of Chilean university students. The participants were 608 students from seven Chilean universities. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) results supported the unifactorial structure proposed in the original model. Finally, the Multi-Group confirmatory factor analysis (MCFA) results supported the measurement model invariance between female and male students. It is concluded that the ASS has adequate psychometric properties to measure academic satisfaction in Chilean university students