Unlocking Academic Success through Student Satisfaction: The Role of Motivation, Confidence, and Psychological Capital

This study explores the critical role of student satisfaction in promoting academic success within higher education, emphasizing its relationship with motivation, academic confidence, and psychological capital. While prior research has addressed student satisfaction, few studies have analyzed its multidimensional influence alongside psychoeducational variables, particularly within Latin American university settings. To address this gap, a concurrent mixed-methods design was employed. The quantitative component consisted of a structured survey administered to 106 final-year Business Administration students at a private university in Lima, Peru. Simultaneously, a qualitative focus group was conducted with six faculty members from the same academic program to provide complementary insights. Quantitative results revealed strong positive correlations between student satisfaction and motivation (r = 0.64), academic confidence (r = 0.61), and a moderate correlation with psychological empowerment (r = 0.38). Qualitative findings indicated that students with higher levels of satisfaction demonstrated stronger engagement in the classroom, greater participation in academic activities, and deeper identification with their institution. The study concludes that student satisfaction functions as a multidimensional driver of academic performance, extending beyond teaching quality to encompass emotional, motivational, and psychological dimensions. These findings underscore the need for pedagogical strategies that enhance student motivation, foster academic self-confidence, and strengthen psychological resilience to improve academic achievement and promote overall well-being in university environments.