Abstract
The analysis of academic satisfaction is a key aspect to explain the quality of learning. To measure the construct, currently there is the Academic Satisfaction Scale (ASS), a measurement instrument based on the psychological wellbeing perspective. Since there is no background regarding its application in the context of Chilean higher education, the aim of the study was to assess the factor structure, internal consistency, and validity of the ASS in a sample of Chilean university students. The participants were 608 students from seven Chilean universities. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) results supported the unifactorial structure proposed in the original model. Finally, the Multi-Group confirmatory factor analysis (MCFA) results supported the measurement model invariance between female and male students. It is concluded that the ASS has adequate psychometric properties to measure academic satisfaction in Chilean university students.
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