The worldwide pandemic situation caused by coronavirus disease 2019 (COVID-19) has led to a state of confinement of the population, which has caused, following consulted research, an increase in stress. Faced with this situation, the Spanish university not only had to adapt to the changes derived from the causes of the pandemic but also had to face a new methodological model—e-learning teaching—for which not all teachers and students were prepared. This could cause an increase in stress due to the uncertainty caused by this time of change. This research analyzes the relationship between perceived self-efficacy in the confinement period and the level of trait anxiety (TA) and state anxiety (SA) during COVID-19. Four hundred twenty-seven students from the University of Granada (Spain) participated in this study. The adaptation of two scales that measure perceived academic self-efficacy and anxiety (TA and SA) has been applied. The results indicated that there was an inversely proportional relationship between anxiety and self-efficacy; men showed the highest perception of self-efficacy, while women had higher scores in TA and SA; the latter was accentuated in cases when a relative died. To conclude, students who show a higher level of anxiety (TA and SA) express more negative emotions and also perceive themselves with less academic self-efficacy. Therefore, a stressful situation (pandemic and confinement) together with a critical event (illness and death of a relative/friend due to COVID-19) increases anxiety levels and influences the perception of academic self-efficacy.

This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empiricalanalytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences.

Objetivo: this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.