Relación entre la motivación y la satisfacción académica en estudiantes universitarios en la ciudad de Quito durante el período 2024 – 2024

Abstract

The research project explores the relationship between motivation and academic satisfaction in university students using a socio-educational approach that recognizes the influence of social factors, highlighting the educational environment that includes teachers, peers, family and society. Three main dimensions of academic motivation are identified (value assigned to educational tasks and goals, expectation of success, and affectivity during learning), influenced by the quality of teaching, institutional climate, academic selfefficacy and intrinsic motivation. Based on Urie Bronfenbrenner's Ecological Theory, the study considers multiple levels of influence and the time factor in academic development, using a non-experimental and descriptive methodology with adapted scales such as the EMA and ESA, based on the theory of self-determination. On the other hand, it turns out that the sample of students present a higher level of intrinsic motivation and a strong orientation towards mastery goals, reflecting a great interest and pleasure in learning for its own sake. Although extrinsic motivation is also present, it is lower, suggesting that external factors such as grades and recognition are less influential. Amotivation is low, indicating that most students find intention or reason to participate in academic activities. In terms of academic satisfaction, students are quite satisfied with their learning process, their educational environment and their academic results. They are also satisfied with the quality of teaching and support received, as well as with their student life in general, suggesting a positive university experience both academically and socially