Teacher credibility and learner engagement as predictors of satisfaction in nontraditional university students

Keywords: credibility, learner engagement, students satisfaction, nontraditional student

Abstract

The number of nontraditional university students enrolling in university studies is currently on the rise. This group has been traditionally associated with a series of handicaps (work, family, etc.) that can somehow hinder their academic career. For the integration and permanence of nontraditional students in the university, factors such as teacher credibility, engagement and academic satisfaction are related to the academic performance of university students. The objectives of this research consisted in  comparing the levels of satisfaction of nontraditional students with respect to traditional students and, in analysing the contribution of teacher credibility and learner engagement to the explanation of student satisfaction in both types of students. 483 students from the University of Cádiz participated in the study. They were administered the Credibility Scale in University Instructors, the Classroom Engagement Scale and the Academic Satisfaction Scale. For the analysis of the data, descriptive statistics were carried out and multiple linear regression models of academic satisfaction on the variables of teacher credibility and learner engagement were developed. The obtained findings show that there are no significant differences in the level of satisfaction of nontraditional students with respect to traditional students. Moreover, emotional engagement, the perception of teacher goodwill and cognitive engagement predict student satisfaction of nontraditional students. Finally, emotional engagement, agentic engagement and the perception of teacher competence predict student satisfaction of traditional students. The importance of teacher credibility and learner engagement in the satisfaction of university students is highlighted and practical recommendations are proposed to enhance it.

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Author Biographies

Manuel de-Besa Gutiérrez, Universidad de Cádiz (España)

Profesor en el área de Didáctica y Organización Escolar de la Universidad de Cádiz. Cuenta con investigaciones publicados en revistas nacionales e internacionales indexadas en bases de datos como Web of Science y Scopus. Sus principales aportaciones a la comunidad científica se han centrado en el estudiantado universitario abordando temáticas como las expectativas académicas, la procrastinación académica o los enfoques de aprendizaje.

Facundo Froment, Universidad de Extremadura (España)

Profesor en el área de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Extremadura. Cuenta con investigaciones publicados en revistas nacionales e internacionales indexadas en bases de datos como Web of Science y Scopus. Sus principales aportaciones a la comunidad científica se han centrado en la relación profesor-alumno, credibilidad docente y variables asociadas al aprendizaje del alumnado universitario.

Javier Gil Flores, Universidad de Sevilla (España)

Catedrático del área de Métodos de Investigación y Diagnóstico en Educación, en la Universidad de Sevilla. A lo largo de los últimos veinticinco años ha desarrollado proyectos de investigación sobre evaluación, rendimiento y enseñanza universitaria, y ha participado en programas institucionales para la evaluación de profesorado y titulaciones en el sistema español de educación superior. Ha publicado una treintena de libros y casi un centenar de artículos.

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Published
2024-04-17
How to Cite
de-Besa Gutiérrez M. ., Froment F. y Gil Flores J. . (2024). Teacher credibility and learner engagement as predictors of satisfaction in nontraditional university students. Revista Complutense de Educación, 35(2), 263-272. https://doi.org/10.5209/rced.83099
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Articles