<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732018000100171</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de la satisfacción de titulados de la carrera de psicología en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the satisfaction of graduates with their psychology degree programs in Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza Díaz]]></surname>
<given-names><![CDATA[Óscar Germán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Fiegehen]]></surname>
<given-names><![CDATA[Luis Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loyola Campos]]></surname>
<given-names><![CDATA[Javier Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Playa Ancha,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Programa Interdisciplinario de Investigaciones en Educación, Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>76</numero>
<fpage>171</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732018000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732018000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732018000100171&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación sobre los factores explicativos de la satisfacción estudiantil se ha centrado, fundamentalmente, en la percepción de los estudiantes respecto de la calidad de los programas que se encuentran cursando. A diferencia de este tipo de estudios, el presente trabajo se basa en las percepciones de una muestra probabilística de titulados de la carrera de Psicología de tres universidades chilenas con distintos niveles de selectividad, con el objetivo de evaluar cuáles son los principales determinantes de la satisfacción con dicho programa. En particular, se consideran tres dimensiones de la satisfacción: la infraestructura del programa, la satisfacción con el empleo y la calidad percibida de la carrera, con énfasis en esta última. Los resultados muestran que la satisfacción con estas tres dimensiones está determinada principalmente por el prestigio de la universidad que imparte dicho programa de estudios, y no así por el estatus socioeconómico de los graduados. Asimismo, la percepción global respecto de la calidad del programa se explica fundamentalmente por la satisfacción con el empleo y por la evaluación de la infraestructura de la carrera. Si bien el análisis se refiere a una carrera en específico, los hallazgos arrojan luces respecto de las medidas que podrían tomar las autoridades universitarias en orden a fortalecer la calidad de sus programas y, por ende, incrementar los niveles de satisfacción tanto de estudiantes como de titulados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Research on the reasons behind student satisfaction has been mostly centered on the perception of students with regard to the quality of the programs they are enrolled in. Unlike these studies, the present paper is based on the perceptions of a probabilistic sample of graduates from the Psychology degree program of three Chilean universities with different levels of selectivity, in order to the evaluate what are the determining factors for satisfaction with said program. We specifically consider three dimensions of satisfaction: infrastructure of the program, job satisfaction and the perceived quality of the program, with an emphasis on the latter point. The results showed that satisfaction with these three dimensions is determined mainly by the prestige of the university that offers the degree programs, and not by the socioeconomic status of the graduates. Additionally, the global perception with respect to the quality of the program is mainly associated with job satisfaction and the evaluation of the infrastructure of the program. Although the analysis refers to a specific program, the results shed light on the measures that university authorities could take in order to strengthen the quality of their programs, and therefore increase the level of satisfaction both of students and of graduates.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[satisfacción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[educación superior en Chile]]></kwd>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[graduates]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[quality]]></kwd>
<kwd lng="en"><![CDATA[satisfaction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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