Background:

Motivational factors constitute fundamental aspects of achieving well-being and experiences associated with the development of academic activities. However, studies on academic satisfaction have focused on the individual dimension, excluding the influence of the teaching level.

Objective:

the study aims to estimate a hypothetical multilevel model that explains academic satisfaction from motivational factors of teachers and students.

Method:

the sample is structured hierarchically, considering 745 university students nested within 32 teachers. Descriptive statistics and multilevel path analysis are used to analyze the data.

Results:

the results show that students’ motivational factors mainly explain the variation in academic satisfaction. However, the teacher level also has a significant effect from the students’ perception of pressure. This process weakens autonomous motivation for teaching and teaching self-efficacy, affecting the quality of the teaching-learning processes.

Conclusion:

it is concluded that the configuration of academic satisfaction involves the deployment of motivational resources of both teachers and students, which, through their interaction, contribute to the development of well-being experiences in the classroom.