<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000200090</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-2.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de la percepción de apoyo a la autonomía, la autoeficacia y la satisfacción académica en la intención de permanencia de estudiantado universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of the Perceived Autonomy Support, Self-Efficacy, and Academic Satisfaction in the Intentions of Permanence of University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Influência da percepção de apoio à autonomia, a autoeficácia e a satisfação acadêmica na intenção de permanência de estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrientos-Illanes]]></surname>
<given-names><![CDATA[Paulina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Villalobos]]></surname>
<given-names><![CDATA[María Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara-Morales]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Mujica]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Las Américas Facultad de Salud y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Concepción Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>90</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000200090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000200090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000200090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Diversos estudios ponen de manifiesto la necesidad de indagar los procesos psicológicos que intervienen en la permanencia universitaria. El objetivo del estudio fue estimar la influencia de la percepción de apoyo a la autonomía y la autoeficacia académica en la intención de permanencia de estudiantado universitario, evaluando el rol mediador de la satisfacción académica. Las personas participantes fueron 273 estudiantes de primer año, de una universidad privada de la región del Bío Bío, Chile. La influencia de los factores cognitivo-motivacionales se evaluó mediante análisis de senderos. El efecto mediador se evaluó utilizando el programa Mplus. Los resultados indicaron que la satisfacción académica media totalmente el efecto de la percepción de apoyo a la autonomía y de la percepción de autoeficacia académica sobre la intención de permanencia. Se concluye que los niveles positivos de satisfacción académica influyen positivamente en la intención de permanecer estudiando una carrera universitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Several studies show the need to investigate the psychological processes involved in university dropout. The study aimed to estimate the influence of perceived autonomy support and academic self-efficacy perception on the intention of permanence of university students, evaluating the mediating role of academic satisfaction. The participants were 273 first-year students from a private university in Bio Bio, Chile. The influence of cognitive-motivational factors was assessed through path analysis. The mediating effect was evaluated through the Mplus program. Results show that academic satisfaction fully mediates the effect of the perceived autonomy support and the perception of academic self-efficacy on the intention of permanence. It is concluded that the positive levels of academic satisfaction positively influence the intention to continue studying a university degree.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Vários estudos mostram a necessidade de investigar os processos psicológicos que intervêm na permanência de estudantes na universidade. O objetivo do estudo foi estimar a influência de fatores cognitivo-motivacionais na intenção de permanência de universitários, avaliando o papel mediador da satisfação acadêmica. Os participantes eram 273 calouros de uma universidade particular na região do Bío Bío, Chile. A influência dos fatores cognitivo-motivacionais foi avaliada pela análise de rota. O efeito mediador foi avaliado usando o programa Mplus. Os resultados indicaram que a satisfação acadêmica regula totalmente o efeito da percepção de apoio à autonomia e da percepção da autoeficácia acadêmica sobre a intenção de permanencia. Conclui-se que os níveis positivos de satisfação acadêmica influenciam positivamente a intenção de continuar estudando uma carreira universitária.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Permanencia]]></kwd>
<kwd lng="es"><![CDATA[satisfacción académica]]></kwd>
<kwd lng="es"><![CDATA[análisis de senderos]]></kwd>
<kwd lng="es"><![CDATA[análisis de mediación]]></kwd>
<kwd lng="en"><![CDATA[Permanence]]></kwd>
<kwd lng="en"><![CDATA[academic satisfaction]]></kwd>
<kwd lng="en"><![CDATA[path analysis]]></kwd>
<kwd lng="en"><![CDATA[mediation analysis]]></kwd>
<kwd lng="pt"><![CDATA[Permanência]]></kwd>
<kwd lng="pt"><![CDATA[satisfação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[análise de rota]]></kwd>
<kwd lng="pt"><![CDATA[análise de mediação]]></kwd>
</kwd-group>
</article-meta>
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