Associations between individual characteristics, decision-making autonomy, and satisfaction in a continuing education...

Continuing education programs play an important role in promoting women's employability and social inclusion. However, satisfaction with these programs is influenced not only by participants' individual characteristics but also by broader social contexts, including family responsibilities, decision-making autonomy, and access to educational opportunities. This study examined the associations between sociodemographic characteristics, different forms of decision-making autonomy, and overall satisfaction with the Diploma in Digital Skills for Employment, implemented by Universidad Alberto Hurtado within the framework of the project Transfer, Training, and Promotion of Women's Employment in Urbanized Areas of the Metropolitan Region of Santiago, funded by the Regional Government of Santiago, Chile.

A quantitative, correlational, and cross-sectional design was employed. The study included 1,794 adult women who completed a structured questionnaire at the end of the diploma program. Descriptive statistics, Pearson correlations, and multiple linear regression analyses were conducted. Internal consistency of the satisfaction scale was assessed using Cronbach's alpha and McDonald's omega, and the assumptions underlying the regression models were verified.

Participants reported very high levels of overall satisfaction with the diploma program (M = 4.44; SD = 0.71). The satisfaction scale demonstrated excellent internal consistency (Cronbach's α = 0.864; McDonald's ω = 0.868). The regression model explained a small proportion of the variance in satisfaction (R ² = 0.035), although educational attainment, number of children, household headship, and autonomy in decisions regarding the use of family income were significantly associated with satisfaction, all with small effect sizes.

The findings indicate that individual characteristics and autonomy-related dimensions account for only a limited proportion of women's satisfaction with the program. Rather than suggesting that gender inequalities have been overcome or that participants' broader social conditions have changed, the high levels of satisfaction appear to reflect a positive evaluation of the educational experience within their specific personal and social contexts. These results suggest that program-related factors-such as pedagogical quality, institutional support, perceived relevance, and alignment with participants' expectations-are likely to play a more influential role in shaping satisfaction than individual sociodemographic characteristics alone. Future research should incorporate contextual, motivational, and institutional variables to develop more comprehensive explanatory models of satisfaction in continuing education programs for adult women.