Academic stress and satisfaction with the teaching-learning model: the mediating role of social provisions in social work students

Abstract

The social and health crisis provoked by the COVID-19 pandemic, and its repercussions in teaching-learning models, have had an impact on the academic experience of university students. The object of the present study was to examine the direct and indirect relations existing between perceived academic stress, perceived social provisions, and satisfaction with the new teaching-learning model. The study participants were 619 students of the Faculty of Social Work of Complutense University of Madrid (87.7% female, 12.3% male), mean age 21.24 years. A structural equation model was calculated which confirmed that satisfaction with the teaching-learning model was indirectly related with academic stress through social provisions. The interactive reciprocal relations between academic satisfaction, academic stress and social provisions are discussed on the basis of the theoretical and empirical evidence available.