RT Journal Article
T1 Academic stress and satisfaction with the teaching-learning model: the mediating role of social provisions in social work students
T2 Estrés académico y satisfacción con el modelo de enseñanza-aprendizaje: el papel mediador del apoyo social en estudiantes de trabajo social
A1 Mercado García, Esther
A1 González Casas, David
A1 Dorado Barbe, Ana Isabel
A1 Gálvez Nieto, José Luis
AB 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.
PB Taylor & Francis
SN 0884-1233
YR 2024
FD 2024
LK https://hdl.handle.net/20.500.14352/109572
UL https://hdl.handle.net/20.500.14352/109572
LA eng
NO Mercado, E., González, D., Dorado, A.I.,& Galvez, J.L. (2024). Academic stress and satisfaction with the teaching-learning model: the mediating role of social provisions in social work students . Journal of Teaching in Social Work, 44(5), 531–550. https://doi.org/10.1080/08841233.2024.2408312
NO This is an Accepted Manuscript of an article published by Taylor & Francis in  on Journal of teaching in social work, available at: https://doi.org/10.1080/08841233.2024.2408312
DS Docta Complutense
RD 9 abr 2025