Exploring the Relationships Between Academic Engagement and Professional Suitability in Social Work Students: The Mediating Role of Academic Satisfaction

TL;DR

This study explores how academic satisfaction connects ethical-practical suitability and academic engagement among social work students in Chile.

Contribution

The study identifies academic satisfaction as a partial mediator between ethical-practical suitability and academic engagement in social work education.

Findings

Academic satisfaction partially mediates the relationship between ethical-practical suitability and academic engagement.

Positive direct effects were observed among academic engagement, ethical-practical suitability, and academic satisfaction.

Findings suggest academic satisfaction is crucial for enhancing professional readiness and academic engagement in social work students.

Abstract

Understanding the factors that influence academic engagement and the perception of ethical–practical suitability is essential for improving university training processes in Social Work. In this context, academic satisfaction plays a key role. This study, with a cross-sectional design and a structural equation modelling (SEM) approach, aimed to examine the direct and indirect relationships among academic engagement, ethical–practical suitability, and academic satisfaction in a sample of Social Work students in Chile. A total of 298 Social Work students participated in this study, from 9 public and private universities (23.1% men, 76.9% women), with a mean age of 21.74 years (SD = 3.470). The results, obtained from a structural equation model, confirm that academic satisfaction significantly and partially mediates the relationship between ethical–practical suitability and academic engagement. Likewise, positive direct effects were observed among the three variables. Confirming a partial mediating effect of academic satisfaction in the relationship between professional suitability and academic engagement. The results are discussed in terms of their relevance for designing training strategies aimed at strengthening academic engagement and the perception of professional readiness in higher education.

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