The moderating role of academic satisfaction in the interaction between engagement, study satisfaction, and co-creation in university students

Ventura-León J.; Baños-Chaparro J.; Lino-Cruz C.; Tocto-Muñoz S.; Gamboa-Melgar G.; Ruiz-Castro J. · Distance Education (2026) · DOI: 10.1080/01587919.2026.2676943

Resumen

Studies have highlighted the complex interplay between academic satisfaction and variables related to active academic participation. However, few studies have examined whether academic satisfaction is associated with the strength of the relationships among academic engagement, satisfaction with studies, and academic co-creation. We analyzed data from a convenience sample of 3,169 Peruvian university students using bootstrap resampling and a moderated network model to estimate conditional associations and moderation effects. Satisfaction with studies and academic satisfaction showed a positive association. Academic satisfaction displayed a moderation pattern in the engagement–study satisfaction association, whereas the moderation of the engagement–co-creation association was comparatively small. Overall, the findings suggest that students’ academic satisfaction may shape how engagement relates to perceived study satisfaction and, to a lesser extent, to co-creative behaviors, highlighting the value of institutional strategies that support students’ academic well-being in higher education.

Instituciones: Universidad Peruana de Ciencias Aplicadas; Universidad Andina del Cusco; Universidad Privada Norbert Wiener; Universidad Privada del Norte