Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?

Checa-Domene, Lara; Rosa, Antonio Luque de la; Gavín-Chocano, Óscar; Torrado, Jorge Juan

doi:10.3390/ijerph191912499

Cited by 7 publications

(8 citation statements)

References 21 publications

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“…Asimismo, llama la atención la relación fuerte negativa entre el factor Bienestar y total de EAR, dado que difiere a varios estudios que las presentaron con una relación positiva, (22,23) esto resulta poco común, dado que el factor bienestar, involucra rasgos de felicidad, optimismo y autoestima. (24) Sin embargo, esto concuerda con lo señalado por Rey et al (26) quienes refieren la posibilidad de que los hallazgos (de asociación positiva), no sean generalizables en población con problemas clínicos, dando nuevas aristas a un escenario no abordado del todo. Además, se debe tener en consideración el "muy bajo-bajo" de IE de rasgo y los bajos niveles EAR y (33% y 68,1 % de la muestra respectivamente) lo que podría estar influenciando esta asociación no esperada; pues los factores psicoemocionales van a influenciar la mayor o menor autoestima.…”

Section: Discussionunclassified

Trait Self-Esteem and Emotional Intelligence in the In-Person Return of Nursing Students

Ardiles-Irarrazabal

Pérez-Díaz

Valencia-Contrera

et al. 2023

Salud, Ciencia y Tecnología

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Introduction: Psycho-emotional risks in nursing students are a persistent problem over time, describing the protective factors in this population is an increasingly important need. Objective: To describe the relationship of Self-esteem with Trait Emotional Intelligence in the return of post-confinement face-to-face academic activities in Nursing students at a public university in Chile. Methods: Quantitative, correlational, cross-sectional, non-experimental study. The TEIQue-SF Emotional Intelligence questionnaire and the Rosenberg self-esteem scale were applied; both questionnaires cross-culturally adapted for use in the target population; the final sample was 213 nursing students from 1st to 5th year. Results: There was a prevalence of 68.1% with low self-esteem, likewise, in trait Emotional Intelligence, 37% were found in the very high percentile. In addition, a positive weak correlation was associated between the total self-esteem and the emotionality factor (r=.268; p<.000). Likewise, a strong negative correlation was observed between total self-esteem and the trait Emotional Intelligence Well-being factor (r=-.705; p<.000). Conclusions: There is a psycho-emotional risk associated with the reported low self-esteem and biosociodemographic factors. Trait emotional intelligence is considered a protective factor and influences self-esteem. Universities and academic teachers should be a source of training in emotional management, trying to develop this construct as an important protective factor in this student body at risk.

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Section: Discussionunclassified

Trait Self-Esteem and Emotional Intelligence in the In-Person Return of Nursing Students

Ardiles-Irarrazabal

Pérez-Díaz

Valencia-Contrera

et al. 2023

Salud, Ciencia y Tecnología

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“…Other emotions, such as shame and insecurity, could be caused by the sudden return to face-to-face lessons, which forced students to interact with their peers. Feelings such as shame and inferiority can also be related to the fact that, during the pandemic, students felt that they did not learn as much as they would have learned without the pandemic [56,57]. The decrease in self-confidence about their knowledge produces a feeling of pessimism towards returning to face-to-face lessons [58].…”

Section: -1-1-self-declared Emotions Of University Students About Ret...mentioning

confidence: 99%

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Lobos,

Cobo-Rendón,

Sáez

et al. 2023

Emerg Sci J

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Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF

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“…En efecto, la importancia de este concepto se destaca en la literatura como clave para afrontar los desafíos de la vida durante la etapa universitaria, considerando también que, en la actualidad, nos encontramos en etapa post-pandémica, donde los estudiantes están en proceso de readaptación a las clases presenciales. En este contexto, Checa-Domene et al (2022), en España, encontraron que la IE predice la disminución del pesimismo y el mantenimiento de niveles de autoestima adecuados. Esto conlleva a pensar que la IE es un factor necesario y trascendente para el cuidado de la salud mental (Silva-Ramos et al, 2020).…”

Section: Introductionunclassified

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

Mendoza Flores,

Aldaz Velasquez,

Juárez Adrianzén

et al. 2024

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Introduction: Emotional intelligence (EI) is a key skill for the personal and academic development of university students. Therefore, it is appropriate to have relevant instruments to measure this construct. Objective: This study aims to analyze the evidence of validity and reliability of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students in the region of Lambayeque, Peru. Method: Our study has an instrumental design. We applied a virtual questionnaire distributed in social networks to 317 university students (124 males and 193 females) from different professional careers, aged between 18 and 30 years (M=20.3; SD=2.7). Confirmatory factor analysis was performed (WLSMV estimator), and internal consistency was assessed. Result: We found four correlated factors, higher order, and bifactor, the first being the one with the best-fit indices: X2(98) = 262.63, p < .001, CFI = .97, TLI = .96, RMSEA = .07 [CI 90%; .06 - .08], SRMR = .04 and WRMR = .91. Internal consistency results using the omega coefficient are ωSEA = .81, ωOEA= .79, ωUOE= .84 and ωROE = .85. Conclusion: The WLEIS in university students in the Lambayeque region of Peru has sufficient evidence of validity and reliability to guarantee the relevance of its application.

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Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?

Cited by 7 publications

References 21 publications

Trait Self-Esteem and Emotional Intelligence in the In-Person Return of Nursing Students

Trait Self-Esteem and Emotional Intelligence in the In-Person Return of Nursing Students

Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador

Psychometric evidence of the Wong-Law Emotional Intelligence Scale (WLEIS) in university students from Lambayeque-Peru

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