Universidad Nacional Amazónica de Madre de Dios, Escuela Profesional de Educación. Puerto Maldonado, Perú
Universidad Nacional de Cañete, Escuela Profesional de Ingeniería de Sistemas. Cañete, Perú
Universidad Nacional de Barranca, Escuela Profesional de Enfermería. Barranca, Perú
Universidad Nacional Intercultural Fabiola Salazar Leguía de Bagua, Escuela Profesional de Biotecnología. Bagua, Perú
Introduction: Academic satisfaction is a fundamental component that influences students' educational experience and directly impacts their academic performance and overall well-being.
Objective: To determine whether coping with stress and self-efficacy predict the academic satisfaction of university students.
Methods: A quantitative, non-experimental, predictive, and cross-sectional study was conducted. The sample consisted of 301 students who were administered the Academic Stress Coping Scale, the General Self-Efficacy Scale, and the Academic Satisfaction Scale, all instruments with adequate psychometric properties.
Results: Preliminarily, it was found that academic satisfaction correlated significantly and directly with coping with stress (r= 0.449; p<0.05) and self-efficacy (r= 0.521; p<0.05). Likewise, coping with stress was found to correlate significantly and directly with self-efficacy (r= 0.438; p<0.05). Regression analysis demonstrated a suitable fit for the model (F= 53.128; p<0.05), where coping with stress (β= 0.302; p<0.05) and self-efficacy (β= 0.491; p<0.05) explained 27.3% of the total variance of the academic satisfaction variable.
Conclusions: Coping with stress and self-efficacy predict the academic satisfaction of university students. Therefore, the implementation of specific strategies is recommended, thus fostering a more conducive academic environment for student well-being and academic success.
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