Abstract:

The objective of this research is to identify the relationship between the learning experience and the satisfaction of the training received in graduates of the master's degree in social management at a private university in Metropolitan Lima. It is a quantitative correlational research where, from a questionnaire applied to the population under investigation, the influence of the learning experience is identified, specifically what is done in class and what the teaching act implies, with the satisfaction of the students. The importance of the study lies in the lack of this type of research in graduate schools and the lack of research that sees the teaching process as an agent in achieving satisfaction. We can affirm that this element is of vital importance when we follow what is proposed by the self-determination theory or intrinsic motivation developed by Ryan and Deci. They, and other authors who have followed their theory and have contextualized it to different higher education scenarios, state that a student, in order to satisfy their needs and feel complete at an academic and personal level, must be internally motivated, that is, the student wants to achieve something for personal and academic satisfaction, but not for alternative benefits that can be produced externally. However, to achieve this motivation, external pedagogical agents intervene, where the teaching act, the curricular plan and the teaching style are the most relevant factors. Thanks to this, there is greater satisfaction and learning achievement than when there are only extrinsic motivations. After applying the questionnaire to the selected stratified population, graduates of the last three years of the social management master's degree from a private university in Metropolitan Lima, we found the existence of a high correlation between the two variables: learning experience and training satisfaction. As a conclusion, we can affirm that, although this correlation exists, this research invites new analyzes and investigations of this process, since the relationship between the learning process, intrinsic need and satisfaction implies elements that can be developed in a more specific way.

Keywords:

Satisfaction, learning experience, theory of involvement.