Percepción de los estudiantes universitarios peruanos acerca de las repercusiones académicas generadas por la COVID-19

Serna-Alarcón, Victor; Paraguay, Karen M.; Mejía, Arleth S.; Rodriguez-Alarcon, J. Franco; Vinelli-Arzubiaga, Daniella; Vilela-Estrada, Martín A.; Rivera, Lipselotte de Jesús Infante; Mejía, Christian R.

doi:10.52808/bmsa.7e5.61e2.019

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…Important fears and concerns were also found in the students regarding some premises of the possible repercussions that they would have. 36 Additionally, students consider that the virtual modality is limited in terms of interactions with the teacher, teamwork, peer participation, class participation, and the ability to ask questions; even with these limitations, they prefer the virtual modality during the pandemic but prefer face-to-face learning when COVID-19 is not a problem. 37 The concern is present since the virus has not been eliminated, so the population must still follow preventive measures at all levels and in educational institutions.…”

Section: Discussionmentioning

confidence: 99%

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

Cajachagua Castro,

Miranda Limachi,

Chávez Sosa

et al. 2023

AMEP

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Introduction The COVID-19 pandemic has brought a new normality, a scenario where different circumstances trigger emotions such as concern about returning to face-to-face classes, to which higher education students adapt. The objective was to identify how emotional intelligence and coping with stress explain students’ concern about returning to face-to-face classes post COVID-19. Methods This was an explanatory and cross-sectional study. The sample by intention was 588 students from the Faculty of Health Sciences. The Rotterdam Emotional Intelligence Scale (REIS), the Stress Coping Questionnaire (CAE), and the ACAD-COVID-19 scale were used. For data collection, the instruments were digitized. Bivariate analysis with Chi-square and multivariate logistic regression was performed. Results The mean age of the participants was 19.72 years; most were single and without children (96.9% and 96.8%, respectively). 74.3% did not work, 80.8% were from the first years of study, and 52.7% belonged to nursing school. About 94.2% of participants indicated having adequate emotional intelligence, 91.3% expressed coping with adequate stress, and 67.2% indicated serious concern about returning to face-to-face classes. An association was found between gender (p=0.042), age (p=0.002), year of study (p=0.027), emotional intelligence (p=0.001), and coping with stress (p=0.001) with concern for return to face-to-face classes. Emotional intelligence identified as adequate (OR: 2.580; IC95%: 1.117–5.960) and coping with stress identified as adequate (OR: 2.008; IC95%: 1.018–3.960) are more likely to express serious concern about the return to face-to-face classes after the COVID-19 pandemic. Conclusion According to the results, the need to safeguard the psychological aspects of students is highlighted, especially emotional intelligence, as well as to improve coping with stress so that they can better manage concerns about returning to face-to-face classes. The educational authorities should implement strategies to improve these aspects in order to ensure the adequate return to face-to-face classes in new scenarios.

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Section: Discussionmentioning

confidence: 99%

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

Cajachagua Castro,

Miranda Limachi,

Chávez Sosa

et al. 2023

AMEP

View full text Add to dashboard Cite

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“…Therefore, virtual education represents a real challenge, as do the difficulties related to accessing learning platforms, such as poor signals, geographic location, the network, a computer to be used personally by the student, family income, among others. This has led to the increase in academic dropout rates in Colombia and Peru at the start of the pandemic (Serna-Alarcón, Paraguay, Mejía, Rodriguez-Alarcón, Vinelli-Arzubiaga, Vilela-Estrada et al, 2021).…”

Section: Individual Impact Of E-learning and Computer Anxietymentioning

confidence: 99%

E-learning and the factors that influence the fear of failing an academic year in the era of Covid-19

Gutierrez,

Talavera-Mendoza,

Chicaña Huanca

et al. 2023

J. Technol. Sci. Educ.

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The aim of this research has enabled us to establish the influential relationship between factors associated with e-learning, such as individual impact and depression, and the mediating role in psychological distress and computer anxiety related to the fear of failing an academic year in times of COVID-19 in university students at two universities in the Arequipa region of Peru. The methodology used was developed in two stages; in the first stage, an Exploratory Factor Analysis (EFA) was performed, which enabled us to compare the initial results from the theoretical matrix proposed with the observed matrix; in the following stage, a Confirmatory Factor Analysis (CFA) was performed, as an analytic condition for the factors and to determine the robustness of the proposed model. For this purpose, the Structural Equation Modeling (PLS-SEM) was used, based on partial minimum squares. The sample for the study was made up by 252 students. It is concluded that there are significant influential relationships among the variables observed, such as the individual impact of e-learning, depression, mediated by psychological distress and anxiety for fear of failing the academic year.

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Percepción de los estudiantes universitarios peruanos acerca de las repercusiones académicas generadas por la COVID-19

Cited by 2 publications

References 14 publications

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

Concern About Returning to Face-to-Face Classes After the Pandemic: Importance of Emotional Intelligence and Stress Coping Strategies in Health Science Students

E-learning and the factors that influence the fear of failing an academic year in the era of Covid-19

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