Psychological Dimension of Evaluative Culture and University Students’ Satisfaction

Abstract

The purpose of this study is to determine the relationship between the perception of the psychological dimension of the teaching evaluation culture and the level of student satisfaction at a private university. The research was conducted under a quantitative approach, with a non-experimental, cross-sectional, descriptive, and correlational design. To this end, a representative sample of students was selected, and data were collected and analyzed through the application of two previously validated instruments. The results reveal a positive correlation between the variables analyzed; that is, as the perception of the psychological dimension of the evaluative culture improves, student satisfaction also increases. Likewise, statistical analysis confirms the existence of a moderate relationship between the perception of the social dimension of the evaluative culture of learning and student satisfaction at the university (0.000 ≤ 0.05).