Vocational Education Versus University: Impact of Socio-Cognitive Variables on Student Academic Satisfaction

Abstract

In Spain, higher education comprises two main pathways: university education and higher Vocational Education and Training (VET). However, research comparing students from these two paths is limited. This study, grounded in the Social Cognitive Theory of Career, aims to explore the differences between VET students and university students, focusing on how various factors impact their academic satisfaction. To achieve this, a series of scales were used to measure socio-academic support, self-efficacy, outcome expectations, interests, stress, and academic satisfaction. A total of 1,148 students participated in the study, including 780 undergraduate university students and 368 higher VET students. The data were analyzed to identify differences between the groups, followed by a multiple regression analysis to determine the impact of the evaluated variables on academic satisfaction. The results indicate that higher VET students score significantly lower in all analyzed variables except for socio-academic support, where they receive greater support from vocational training academic tutors. Multiple regression analysis reveals that academic interests are the most influential predictive factor for academic satisfaction. Additionally, despite the observed differences in the independent variables, university students and higher VET students can be considered part of the same population when predicting academic satisfaction. Exploring the variables analyzed in this work can facilitate the development of the professional projects of higher education students and a better fit between their interests and employability options. Likewise, the results offered are an opportunity to improve tutorial action and promote intervention protocols and personalized support for students.