Remote education during a pandemic: analysis of emotional and academic factors in university students
Descripción del Articulo
The main objective of the research was to analyze remote education in a pandemic experienced by Spanish-speaking university students from 9 countries, through the application of a Remote Learning Questionnaire in Higher Education. Factorial analysis of the instrument, applied to 1136 Spanis...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2024 |
| Institución: | Pontificia Universidad Católica del Perú |
| Repositorio: | Revistas - Pontificia Universidad Católica del Perú |
| Lenguaje: | español |
| OAI Identifier: | oai:revistaspuc:article/30109 |
| Enlace del recurso: | http://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109 |
| Nivel de acceso: | acceso abierto |
| Materia: | Higher education Remote education Pandemics Participation College students Enseñanza superior Educación remota Pandemia Participación Estudiantes universitarios Enseignement supérieur Éducation à distance Pandémie Étudiants universitaires Ensino superior Educação remota Participação Estudantes universitários |
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Revistas - Pontificia Universidad Católica del Perú |
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Remote education during a pandemic: analysis of emotional and academic factors in university students Educación remota en pandemia: análisis de factores emocionales y académicos en universitarios Éducation à distance en pandémie: analyse des facteurs émotionnels et académiques chez les étudiants universitaires Educação remota em pandemia: análise de fatores emocionais e acadêmicos em universitários |
| title |
Remote education during a pandemic: analysis of emotional and academic factors in university students |
| spellingShingle |
Remote education during a pandemic: analysis of emotional and academic factors in university students Escandón-Nagel, Neli Higher education Remote education Pandemics Participation College students Enseñanza superior Educación remota Pandemia Participación Estudiantes universitarios Enseignement supérieur Éducation à distance Pandémie Participation Étudiants universitaires Ensino superior Educação remota Pandemia Participação Estudantes universitários |
| title_short |
Remote education during a pandemic: analysis of emotional and academic factors in university students |
| title_full |
Remote education during a pandemic: analysis of emotional and academic factors in university students |
| title_fullStr |
Remote education during a pandemic: analysis of emotional and academic factors in university students |
| title_full_unstemmed |
Remote education during a pandemic: analysis of emotional and academic factors in university students |
| title_sort |
Remote education during a pandemic: analysis of emotional and academic factors in university students |
| dc.creator.none.fl_str_mv |
Escandón-Nagel, Neli García-Hormazábal, Ricardo Hernández Nodarse, Mario Villarroel Henríquez, Verónica |
| author |
Escandón-Nagel, Neli |
| author_facet |
Escandón-Nagel, Neli García-Hormazábal, Ricardo Hernández Nodarse, Mario Villarroel Henríquez, Verónica |
| author_role |
author |
| author2 |
García-Hormazábal, Ricardo Hernández Nodarse, Mario Villarroel Henríquez, Verónica |
| author2_role |
author author author |
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Higher education Remote education Pandemics Participation College students Enseñanza superior Educación remota Pandemia Participación Estudiantes universitarios Enseignement supérieur Éducation à distance Pandémie Participation Étudiants universitaires Ensino superior Educação remota Pandemia Participação Estudantes universitários |
| topic |
Higher education Remote education Pandemics Participation College students Enseñanza superior Educación remota Pandemia Participación Estudiantes universitarios Enseignement supérieur Éducation à distance Pandémie Participation Étudiants universitaires Ensino superior Educação remota Pandemia Participação Estudantes universitários |
| description |
The main objective of the research was to analyze remote education in a pandemic experienced by Spanish-speaking university students from 9 countries, through the application of a Remote Learning Questionnaire in Higher Education. Factorial analysis of the instrument, applied to 1136 Spanish-speaking university students, identified five dimensions: Satisfaction with didactic and ethical principles, Self-perception in learning, Diversity and collaboration in assessment, Material conditions, Teachers’ interest in student well-being. All factors correlated positively with student participation. Perception of plagiarism and copying is lower with higher satisfaction with didactic and ethical principles of education and high self-perception of learning. High presence of positive emotions enhances the perception of the educational process, participation, and academic integrity. Findings invite a rethinking of post-pandemic education. |
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2024 |
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2024-12-05 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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http://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109 10.18800/psico.202501.007 |
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http://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109 |
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10.18800/psico.202501.007 |
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spa |
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spa |
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http://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109/27019 http://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109/27587 |
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http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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application/pdf application/xml |
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Pontificia Universidad Católica del Perú |
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Pontificia Universidad Católica del Perú |
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Revista de Psicología; Vol. 43 Núm. 1 (2025); 178-213 2223-3733 0254-9247 reponame:Revistas - Pontificia Universidad Católica del Perú instname:Pontificia Universidad Católica del Perú instacron:PUCP |
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PUCP |
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Revistas - Pontificia Universidad Católica del Perú |
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Revistas - Pontificia Universidad Católica del Perú |
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Remote education during a pandemic: analysis of emotional and academic factors in university studentsEducación remota en pandemia: análisis de factores emocionales y académicos en universitariosÉducation à distance en pandémie: analyse des facteurs émotionnels et académiques chez les étudiants universitairesEducação remota em pandemia: análise de fatores emocionais e acadêmicos em universitáriosEscandón-Nagel, NeliGarcía-Hormazábal, RicardoHernández Nodarse, MarioVillarroel Henríquez, VerónicaHigher educationRemote educationPandemicsParticipationCollege studentsEnseñanza superiorEducación remotaPandemiaParticipaciónEstudiantes universitariosEnseignement supérieurÉducation à distancePandémieParticipationÉtudiants universitairesEnsino superiorEducação remotaPandemiaParticipaçãoEstudantes universitáriosThe main objective of the research was to analyze remote education in a pandemic experienced by Spanish-speaking university students from 9 countries, through the application of a Remote Learning Questionnaire in Higher Education. Factorial analysis of the instrument, applied to 1136 Spanish-speaking university students, identified five dimensions: Satisfaction with didactic and ethical principles, Self-perception in learning, Diversity and collaboration in assessment, Material conditions, Teachers’ interest in student well-being. All factors correlated positively with student participation. Perception of plagiarism and copying is lower with higher satisfaction with didactic and ethical principles of education and high self-perception of learning. High presence of positive emotions enhances the perception of the educational process, participation, and academic integrity. Findings invite a rethinking of post-pandemic education.La investigación tuvo como objetivo principal analizar la educación remota en pandemia experimentada por estudiantes universitarios hispanohablantes de 9 países, mediante la aplicación de un Cuestionario de Aprendizaje Remoto en Educación Superior. El análisis factorial del instrumento, aplicado a 1136 universitarios hispanohablantes, identificó cinco dimensiones: Satisfacción por los principios didácticos y éticos, Autopercepción en el aprendizaje, Diversidad y colaboración en la evaluación, Condiciones materiales, Interés de los docentes por el bienestar de los estudiantes. Todos los factores correlacionaron positivamente con la participación de los estudiantes. La percepción de plagio y copia es menor si hay mayor satisfacción con los principios didácticos y éticos de la educación y alta autopercepción de aprendizaje. Alta presencia de emociones positivas, mejora percepción del proceso educativo, participación e integridad académica. Los hallazgos permiten re-pensar la educación pospandemiaL’objectif principal de la recherche était d’analyser l’enseignement à distance dans une pandémie vécue par les étudiants universitaires hispanophones de 9 pays, à travers l’application d’un questionnaire d’apprentissage à distance dans l’enseignement supérieur. L’analyse factorielle de l’instrument, appliquée à 1136 étudiants hispanophones, a identifié cinq dimensions: Satisfaction des principes didactiques et éthiques, Auto-perception dans l’apprentissage, Diversité et collaboration dans l’évaluation, Conditions matérielles, Intérêt des enseignants pour le bien-être des étudiants. Tous les facteurs ont été positivement corrélés avec la participation des étudiants. La perception du plagiat et de la copie est moindre avec une plus grande satisfaction des principes didactiques et éthiques de l’éducation et une auto-perception élevée de l’apprentissage. Une présence élevée d’émotions positives améliore la perception du processus éducatif, la participation et l’intégrité académique. Les résultats invitent à repenser l’éducation postpandémique.O objetivo principal da pesquisa foi analisar o ensino remoto em uma pandemia vivida por estudantes universitários de língua espanhola de 9 países, por meio da aplicação de um Questionário de Ensino Remoto no Ensino Superior. A análise fatorial do instrumento, aplicada a 1136 universitários de língua espanhola, identificou cinco dimensões: Satisfação com os princípios didáticos e éticos, Autopercepção na aprendizagem, Diversidade e colaboração na avaliação, Condições materiais, Interesse dos docentes no bem-estar dos estudantes. Todos os fatores correlacionaram positivamente com a participação dos estudantes. A percepção de plágio e cópia é menor com maior satisfação com os princípios didáticos e éticos da educação e alta auto percepção de aprendizagem. Alta presença de emoções positivas melhora a percepção do processo educacional, participação e integridade acadêmica. Os resultados permitem repensar a educação pós-pandemia.Pontificia Universidad Católica del Perú2024-12-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/3010910.18800/psico.202501.007Revista de Psicología; Vol. 43 Núm. 1 (2025); 178-2132223-37330254-9247reponame:Revistas - Pontificia Universidad Católica del Perúinstname:Pontificia Universidad Católica del Perúinstacron:PUCPspahttp://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109/27019http://revistas.pucp.edu.pe/index.php/psicologia/article/view/30109/27587http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:revistaspuc:article/301092025-02-19T16:34:44Z |
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13.210282 |
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La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
