TY - JOUR
T1 - Influence of family and academic satisfaction on life satisfaction among Peruvian university students in the times of COVID-19
T2 - The mediating role of self-esteem
AU - Carranza Esteban, Renzo Felipe
AU - Mamani-Benito, Oscar
AU - Castillo-Blanco, Ronald
AU - Lingan, Susana K.
AU - Cabrera-Orosco, Isabel
N1 - Publisher Copyright:
Copyright © 2022 Carranza Esteban, Mamani-Benito, Castillo-Blanco, Lingan and Cabrera-Orosco.
PY - 2022/8/15
Y1 - 2022/8/15
N2 - Objective: To examine the effect of family and academic satisfaction on the self-esteem and life satisfaction among Peruvian university students. Method: Of the 1,182 Peruvian university students who participated, 364 were male; and 818 were female; and ranged from 17 to 39 years of age (mean = 20.67, SD = 4.4). The family satisfaction scale (FSS), the Escala breve de satisfacción con los estudios (EBSE; Brief Academic Satisfaction Scale in Spanish), Rosenberg’s self-esteem scale (RSES), and the satisfaction with life scale (SWLS) were used to perform the assessments. Results: The study model showed an adequate fit (χ2 19.5, p < 0.001, CFI = 0.977, RMSEA = 0.057), confirming the association between family satisfaction and life satisfaction (β = 0.26, p < 0.001) and self-esteem (β = 0.35, p < 0.001), and the correlation between academic satisfaction and self-esteem (β = 0.35, p < 0.001) and life satisfaction (β = 0.23, p < 0.001). The model accounted for 42% of life satisfaction. Conclusion: Family satisfaction and academic satisfaction affect self-esteem and life satisfaction.
AB - Objective: To examine the effect of family and academic satisfaction on the self-esteem and life satisfaction among Peruvian university students. Method: Of the 1,182 Peruvian university students who participated, 364 were male; and 818 were female; and ranged from 17 to 39 years of age (mean = 20.67, SD = 4.4). The family satisfaction scale (FSS), the Escala breve de satisfacción con los estudios (EBSE; Brief Academic Satisfaction Scale in Spanish), Rosenberg’s self-esteem scale (RSES), and the satisfaction with life scale (SWLS) were used to perform the assessments. Results: The study model showed an adequate fit (χ2 19.5, p < 0.001, CFI = 0.977, RMSEA = 0.057), confirming the association between family satisfaction and life satisfaction (β = 0.26, p < 0.001) and self-esteem (β = 0.35, p < 0.001), and the correlation between academic satisfaction and self-esteem (β = 0.35, p < 0.001) and life satisfaction (β = 0.23, p < 0.001). The model accounted for 42% of life satisfaction. Conclusion: Family satisfaction and academic satisfaction affect self-esteem and life satisfaction.
KW - academic satisfaction
KW - family satisfaction
KW - life satisfaction among
KW - Peru
KW - students universities
UR - http://www.scopus.com/inward/record.url?scp=85136870226&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/2725d88c-1366-3436-b4ae-b6fafe50f528/
U2 - 10.3389/feduc.2022.867997
DO - 10.3389/feduc.2022.867997
M3 - Article in a journal
AN - SCOPUS:85136870226
SN - 2504-284X
VL - 7
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 867997
ER -
