Salvador Alberola

This work aimed to analyze the relationships between the students perceived institutional support, teachers’ support, peers’ support, and their academic satisfaction, mediated by their self-efficacy in information and comunication technologies (ICT). Participants were 157 students who were studying from first to fourth year in different disciplines of the Valencia University. Structural equation models with latent factors were tested. A final model had satisfactory fit indices to the observed data. It is worth highlighting the strong direct effect of the teaching staff support on student’ academic satisfaction, with less weight, although significant, being the effect of institutional support. In conclusion, teacher’s figure is of paramount importance for student’s academic satisfaction.

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.

The objective of this research is to analyze several predictors of quality of life in aging people in different European regions. This is a cross-sectional study with the sixth wave of the SHARE project (Survey of Health, Ageing and Retirement in Europe). Several sociodemographic and economic indicators were utilized, as well as the CASP-12 (QoL), EURO-D (depressive symptoms) and SPHEU (self-perceived health). Analysis were performed by structural equation modelling techniques. Ten multigroup models were estimated. Results showed significative difference in the predictive capacity in all variables except for chronic diseases. The best predictor of quality of life in all European regions was absence of depression, followed by income, and self-perceived health. No significative differences among the predictive capacity of the number of chronic diseases was found among the assessed groups, although, perceiving ones’ health as good and being able to make ends meet were heavy predictors of quality of life.

The objective of this research is to analyze several predictors of quality of life in aging people in different European regions. This is a cross-sectional study with the sixth wave of the SHARE project (Survey of Health, Ageing and Retirement in Europe). Several sociodemographic and economic indicators were utilized, as well as the CASP-12 (QoL), EURO-D (depressive symptoms) and SPHEU (self-perceived health). Analysis were performed by structural equation modelling techniques. Ten multigroup models were estimated. Results showed significative difference in the predictive capacity in all variables except for chronic diseases. The best predictor of quality of life in all European regions was absence of depression, followed by income, and self-perceived health. No significative differences among the predictive capacity of the number of chronic diseases was found among the assessed groups, although, perceiving ones’ health as good and being able to make ends meet were heavy predictors of quality of life.

The most internationally studied models of successful aging defend that there are several pillars for a good aging: absence of disease, good cognitive and physical function, a high commitment and social activity, social capital, personal resources, life satisfaction, and spirituality. This study examines the relationships between personal resources, perceived social support, hope, spirituality, self-care and subjective well-being variables, as bases for a successful aging. One thousand and sixteen community-dwelling Spanish adults, aged 55–92 years, participated in the study. Information on variables assessed was collected using self-reported questionnaires. Confirmatory Factor Analyses and Structural models with latent variables relating all indicators and factors were estimated. The structural model positing background variables affecting personal resources which then affected self-care behaviors and finally affected life satisfaction was supported by the data. The model results emphasize the importance of personality, because largely affects the use of personal resources. The three selected personal resources (support, hope and spirituality) favor self-care behaviors. And finally, these behaviors improved life satisfaction in the old age. This result is of particular importance when policies for a successful and satisfactory aging of the population have to be designed.

Apoyo docente, compromiso académico y satisfacción del alumnado universitario

RODERIC (Repositori d'Objectes Digitals per a l'Ensenyament la Recerca i la Cultura) es el repositorio institucional de la Universitat de València. Se concibe como una ventanilla única para el acceso y la difusión de la producción digital de la Universitat. RODERIC responde al compromiso de la Universitat con el movimiento de acceso abierto al conocimiento adquirido con su adhesión a la Declaración de Berlín (30 Septiembre de 2008).