Impacto de la pandemia del SARS-CoV2 en el autoconcepto de los estudiantes universitarios de la Amazonía Occidental
DOI:
https://doi.org/10.5281/zenodo.17418112Palabras clave:
autopercepción, cognitiva, psiquiatría, salud mentalResumen
Describir los cambios derivados del periodo de pandemia y su impacto en el autoconcepto de estudiantes de pregrado de cinco centros académicos antes y después de la pandemia de COVID-19. Métodos: Se trata de un estudio observacional, descriptivo y transversal con dos recolecciones de datos, antes y durante el descenso de la pandemia de COVID-19 con 617 estudiantes. Los participantes respondieron dos instrumentos: uno sobre perfil sociodemográfico y el AF5 para evaluación multidimensional del autoconcepto. Resultados: Se pudo observar que con base en el valor P, solo el autoconcepto social mostró diferencia entre tiempos. Para indagar potenciales asociaciones entre el comportamiento de las variables de estudio, por ser datos cuantitativos, las observaciones fueron tratadas con el índice de similitud euclidiano y el coeficiente de correlación de Pearson, el primero presentado como dendrograma y el siguiente en correplot. Se encontró una mayor similitud entre el autoconcepto general, social, académico y familiar, con correlación entre el comportamiento del autoconcepto general con: CA social (0.7); CA académica (0.7); AC familiar (0,5), todos con valor P < 0,05. Conclusiones: El deterioro del autoconcepto académico entre los estudiantes puede haber sido causado por los cambios derivados de la pandemia, incluidos los contagios, la desinformación, las muertes, el aislamiento social y las adaptaciones en las prácticas docentes
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Sacilotto, A.L., and J.L.W. Abaid. 2021. Autoconceito em adolescentes e suas relações com desempenho escolar e práticas parentais. Barbarói 26(58):30-46. https://doi.org/10.17058/barbaroi.v0i58.4320
Peiffer, H., T. Ellwart, and F. Preckel. 2020. Ability self- concept and self- efficacy in higher education: An empirical differentiation based on their factorial structure. PLoS One 15(7):e0234604. https://doi.org/10.1371/journal.pone.0234604
Gasparotto, G., A. Bichels, G. Vagetti, B. Pereira, and V. de Oliveira. 2020. Self-Concern and Self-Efficacy associated with body activities practice among students. Psychology, Health & Illness 21(2):343–54. http://dx.doi.org/10.15309/20psd210209
Ferreira, I.M.F., J.B. Barletta, M. Mansur-Alves, and C.B. Neufeld. 2022. From Self-Knowledge to Self-Concept: Review on constructs and instruments for children and adolescents. Psychol Estud 27:1-19. https://doi.org/10.4025/psicolestud.v27i0.49076
Alvarenga, A.B.C.S., M.O. Souza, S.J.S. Vital, T.F. Pereira, and M. Espuny. 2020. Assessment of quality of life in relation to academic performance of students on technical management courses. Brazilian Journal of Development 6(4):18463–83. https://doi.org/10.34117/bjdv6n4-135
Isiksal, M. 2010. A comparative study on undergraduate students ' academic motivation and academic self- concept. Spanish Journal of Psychology 13(2):572–85. https://doi.org/10.1017/s1138741600002250
Gasparotto, G.S., T. Szeremeta, G.C. Vagetti, T. Stoltz, and V. Oliveira. 2018. The self- concept of high school students related with academic performance: A systematic review. Revista Portuguesa de Educação 31:21–37. http://dx.doi.org/10.21814/rpe.13013
Monteiro, V. 2012. Promoção do autoconceito e autoestima através de um programa de leitura a par. Psicologia: Reflexão e Crítica 25(1):147-155. https://doi.org/10.1590/S0102-79722012000100018
Nedel, R., D.A. Mattos, and A.H. Marin. 2020. Child self-esteem and self-concept, parental education and their relationship with academic performance in elementary school I. Revista Psicologia em Pesquisa 14(1):149–68. https://doi.org/10.34019/1982-1247.2020.v14.26180
Haktanir, A., J.C. Watson, H. Ermis-Demirtas, M.A. Karaman, P.D. Freeman, A. Kumaran, et al. 2021. Resilience, Academic Self-Concept, and college Adjustment Among First -Year Students. J Coll Stud Ret 23(1):161–78. https://doi.org/10.1177/1521025118810666
Randall, P.S., P.D. Koppel, S.L. Docherty, and J.C. de Gagne. 2022. The Psychological Impact of the COVID-19 Pandemic on Postsecondary Students: An Analysis of Self- Determination. Int J Environ Res Public Health 19(14):8545. https://doi.org/10.3390/ijerph19148545
PAHO. 2022. Health in the Americas 2022: Overview of the Region of the Americas in the Context of the COVID-19 Pandemic.” Washington, DC: PAHO, -1, 2022. Available at: https://iris.paho.org/handle/10665.2/56472 (accessed February 7, 2024).
SEMESP. 2023. Map of Higher Education in Brazil. SEMESP Institute 2023. Available at: Higher Education Map – Semesp Institute (accessed on August 5, 2023). Available online: https://www.semesp.org.br/mapa/edicao-13/
World Health Organization (WHO). WHO Coronavirus (COVID-19) Dashboard. Available online: https://covid19.who.int/ (accessed October 18, 2023).
Patwary, M.M., M. Bardhan, A.S. Disha, M.P. Kabir, M.R. Hossain, M.A. Alam, et al. 2022. Mental Health Status University Students and Working Professionals during the Early Stage of COVID-19 in Bangladesh. Int J Environ Res Public Health 19(11):6834. https://doi.org/10.3390/ijerph19116834
Martinez, N., B. Campbell, M. Franek, L. Buchanan, and R. Colquhoun. 2016. The effect of acute pre-workout supplementation on power and strength performance. J Int Soc Sports Nutr 13(1):29. https://doi.org/10.1186/s12970-016-0138-7
Martinek, D., M. Carmignola, F.H. Müller, S. Bieg, A. Thomas, A. Eckes, et al. 2021. How can students feel more vital amidst severe restrictions? Psychological needs satisfaction, motivational regulation and vitality of students during the coronavirus pandemic restrictions. Eur J Investig Health Psychol Educ 11(2):405–22. https://doi.org/10.3390/ejihpe11020030
Li, Y., X. Ma, C. Feng, and Y. Wang. 2024. Parental psychology control and teenagers’ depression during the COVID-19 pandemic: the mediating and moderating effect of self- concept clarity and mindfulness. Current Psychology 22: 13850–13860. https://doi.org/10.1007/s12144-022-03445-9
Ryan, R.M., and E.L. Deci. 2000. Self- Determination Theory and the Facilitation of Intrinsic Motivation. American Psychologist 55(1):68-78. https://doi.org/10.1037//0003-066x.55.1.68
Ortega, F.Z., M.C. Sánchez, J.I.A. González, S.R. Fernández, and A.J.P. Cortés. 2016. Self-concept, Physical activity and Family: Analysis of a structural equation model. Journal of Sports Psychology 25(1):97–104.
Brasil. 2021. Instituto Brasileiro de Geografia e Estatística. Censo Demográfico do ensino superior no Brasil em 2021. Acessed in (may 27, 2024), Available in: https://basedosdados.org/dataset/08a1546e-251f-4546-9fe0-b1e6ab2b203d?table=ebd0f0fd-73f1-4295-848a-52666ad31757
Reyes, M., O.F. Garcia, A.F. Perez-Gramaje, E. Serra, J.C. Melendez, M. Alcaide, et al. 2023. Which is the optimum parenting for teenagers with low vs. high self- efficacy? Self- concept, psychological maladjustment and academic performance of adolescents in the Spanish context. Anales de Psicologia 39:446–57. http://dx.doi.org/10.6018/analesps.517741
Valcarcel, B., J.L. Avilez, J.S. Torres-Roman, J.A. Poterico, J. Bazalar-Palacios, and C. la Vecchia. 2020. The effect of early-stage public health policies in the transmission of COVID-19 for South American countries. Revista Panamericana de Salud Publica 44:e148. https://doi.org/10.26633/RPSP.2020.148
Mekonen, E.G., B.S. Workneh, M.S. Ali, and N.Y. Muluneh. 2021. The psychology impact of COVID-19 pandemic on graduating class students at the university of Gondar, northwest Ethiopia. Psychol Res Behav Manag 14:109–22. https://doi.org/10.2147%2FPRBM.S300262
Adedoyin, O.B., and E. Soykan. 2023. Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments 31:863–75. http://dx.doi.org/10.1080/10494820.2020.1813180
Chen, T., G. Cong, L. Peng, X. Yin, J. Rong, and J. Yang. 2020. Analysis of user satisfaction with online education platforms in china during the covid-19 pandemic. Healthcare (Basel) 8:200. https://doi.org/10.3390/healthcare8030200
Novaes, A.H.O., M.P. Santos, and C.M.S. Rossi. 2021. O autoconceito e a autoestima em estudantes da rede pública de ensino. Revista Educação Pública 21:1-10. https://doi.org/10-18264/REP
Silva, I.M., B. Schmidt, S.R. Lordello, D.S. Noal, M.A. Crepaldi, and A. Wagner 2020. As relações familiares diante da COVID-19: recursos, riscos e implicações para a prática da terapia de casal e família. Pensando Familias 24:12-28.
Santos, K.A.M., P.O. Miura, A.M.M. Barboza, and C.G.D.S.L. Araújo. 2022. What are the meanings of families in a pandemic situation for teenagers? Science and Public Health 27:193–203. https://doi.org/10.1590/1413-81232022271.08222021
Chen, B.H., W.C. Chiu, and C.C. Wang. 2015. The Relationship Among Academic Self- concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational college Students in Taiwan via SEM. Asia-Pacific Education Researcher 24:419–31. https://doi.org/10.1007/S40299-014-0194-1
Sarriera, J.C., F. Casas, L.M. Bedin, D. Abs, B.R. dos Santos, F.C. Borges, et al. 2015. Psychometric properties of the Multidimensional Self-Concept Scale in Brazilian adolescents. Assessment Psychology 14:281–90.
Barcelos, T.N., L.N. Muniz, D.M. Dantas, D.F. Cotrim-Junior, J.R. Cavalcante, and E. Faerstein. 2021. Analysis of fake news broadcast during the COVID-19 pandemic in Brazil. Panamerican Journal of Public Health 45:1-8. http://dx.doi.org/10.26633/RPSP.2021.65
Zapata-Ospina, J.P., D.F. Patiño-Lugo, P.A. Ramírez-Pérez, I.C. Marín-Orozco, P. Velásquez-Salazar, V.M. Vélez-Marín, et al. 2022. Deliberative dialogue with Ibero-American universities on interventions in student mental health during the COVID-19 pandemic. Revista Panamericana de Salud Publica 46:e45. https://doi.org/10.26633/rpsp.2022.45
Sacilotto, A.L., and J.L.W. Abaid. 2021. Autoconceito em adolescentes e suas relações com desempenho escolar e práticas parentais. Barbarói 26(58):30-46. https://doi.org/10.17058/barbaroi.v0i58.4320
Peiffer, H., T. Ellwart, and F. Preckel. 2020. Ability self- concept and self- efficacy in higher education: An empirical differentiation based on their factorial structure. PLoS One 15(7):e0234604. https://doi.org/10.1371/journal.pone.0234604
Gasparotto, G., A. Bichels, G. Vagetti, B. Pereira, and V. de Oliveira. 2020. Self-Concern and Self-Efficacy associated with body activities practice among students. Psychology, Health & Illness 21(2):343–54. http://dx.doi.org/10.15309/20psd210209
Ferreira, I.M.F., J.B. Barletta, M. Mansur-Alves, and C.B. Neufeld. 2022. From Self-Knowledge to Self-Concept: Review on constructs and instruments for children and adolescents. Psychol Estud 27:1-19. https://doi.org/10.4025/psicolestud.v27i0.49076
Alvarenga, A.B.C.S., M.O. Souza, S.J.S. Vital, T.F. Pereira, and M. Espuny. 2020. Assessment of quality of life in relation to academic performance of students on technical management courses. Brazilian Journal of Development 6(4):18463–83. https://doi.org/10.34117/bjdv6n4-135
Isiksal, M. 2010. A comparative study on undergraduate students ' academic motivation and academic self- concept. Spanish Journal of Psychology 13(2):572–85. https://doi.org/10.1017/s1138741600002250
Gasparotto, G.S., T. Szeremeta, G.C. Vagetti, T. Stoltz, and V. Oliveira. 2018. The self- concept of high school students related with academic performance: A systematic review. Revista Portuguesa de Educação 31:21–37. http://dx.doi.org/10.21814/rpe.13013
Monteiro, V. 2012. Promoção do autoconceito e autoestima através de um programa de leitura a par. Psicologia: Reflexão e Crítica 25(1):147-155. https://doi.org/10.1590/S0102-79722012000100018
Nedel, R., D.A. Mattos, and A.H. Marin. 2020. Child self-esteem and self-concept, parental education and their relationship with academic performance in elementary school I. Revista Psicologia em Pesquisa 14(1):149–68. https://doi.org/10.34019/1982-1247.2020.v14.26180
Haktanir, A., J.C. Watson, H. Ermis-Demirtas, M.A. Karaman, P.D. Freeman, A. Kumaran, et al. 2021. Resilience, Academic Self-Concept, and college Adjustment Among First -Year Students. J Coll Stud Ret 23(1):161–78. https://doi.org/10.1177/1521025118810666
Randall, P.S., P.D. Koppel, S.L. Docherty, and J.C. de Gagne. 2022. The Psychological Impact of the COVID-19 Pandemic on Postsecondary Students: An Analysis of Self- Determination. Int J Environ Res Public Health 19(14):8545. https://doi.org/10.3390/ijerph19148545
PAHO. 2022. Health in the Americas 2022: Overview of the Region of the Americas in the Context of the COVID-19 Pandemic.” Washington, DC: PAHO, -1, 2022. Available at: https://iris.paho.org/handle/10665.2/56472 (accessed February 7, 2024).
SEMESP. 2023. Map of Higher Education in Brazil. SEMESP Institute 2023. Available at: Higher Education Map – Semesp Institute (accessed on August 5, 2023). Available online: https://www.semesp.org.br/mapa/edicao-13/
World Health Organization (WHO). WHO Coronavirus (COVID-19) Dashboard. Available online: https://covid19.who.int/ (accessed October 18, 2023).
Patwary, M.M., M. Bardhan, A.S. Disha, M.P. Kabir, M.R. Hossain, M.A. Alam, et al. 2022. Mental Health Status University Students and Working Professionals during the Early Stage of COVID-19 in Bangladesh. Int J Environ Res Public Health 19(11):6834. https://doi.org/10.3390/ijerph19116834
Martinez, N., B. Campbell, M. Franek, L. Buchanan, and R. Colquhoun. 2016. The effect of acute pre-workout supplementation on power and strength performance. J Int Soc Sports Nutr 13(1):29. https://doi.org/10.1186/s12970-016-0138-7
Martinek, D., M. Carmignola, F.H. Müller, S. Bieg, A. Thomas, A. Eckes, et al. 2021. How can students feel more vital amidst severe restrictions? Psychological needs satisfaction, motivational regulation and vitality of students during the coronavirus pandemic restrictions. Eur J Investig Health Psychol Educ 11(2):405–22. https://doi.org/10.3390/ejihpe11020030
Li, Y., X. Ma, C. Feng, and Y. Wang. 2024. Parental psychology control and teenagers’ depression during the COVID-19 pandemic: the mediating and moderating effect of self- concept clarity and mindfulness. Current Psychology 22: 13850–13860. https://doi.org/10.1007/s12144-022-03445-9
Ryan, R.M., and E.L. Deci. 2000. Self- Determination Theory and the Facilitation of Intrinsic Motivation. American Psychologist 55(1):68-78. https://doi.org/10.1037//0003-066x.55.1.68
Ortega, F.Z., M.C. Sánchez, J.I.A. González, S.R. Fernández, and A.J.P. Cortés. 2016. Self-concept, Physical activity and Family: Analysis of a structural equation model. Journal of Sports Psychology 25(1):97–104.
Brasil. 2021. Instituto Brasileiro de Geografia e Estatística. Censo Demográfico do ensino superior no Brasil em 2021. Acessed in (may 27, 2024), Available in: https://basedosdados.org/dataset/08a1546e-251f-4546-9fe0-b1e6ab2b203d?table=ebd0f0fd-73f1-4295-848a-52666ad31757
Reyes, M., O.F. Garcia, A.F. Perez-Gramaje, E. Serra, J.C. Melendez, M. Alcaide, et al. 2023. Which is the optimum parenting for teenagers with low vs. high self- efficacy? Self- concept, psychological maladjustment and academic performance of adolescents in the Spanish context. Anales de Psicologia 39:446–57. http://dx.doi.org/10.6018/analesps.517741
Valcarcel, B., J.L. Avilez, J.S. Torres-Roman, J.A. Poterico, J. Bazalar-Palacios, and C. la Vecchia. 2020. The effect of early-stage public health policies in the transmission of COVID-19 for South American countries. Revista Panamericana de Salud Publica 44:e148. https://doi.org/10.26633/RPSP.2020.148
Mekonen, E.G., B.S. Workneh, M.S. Ali, and N.Y. Muluneh. 2021. The psychology impact of COVID-19 pandemic on graduating class students at the university of Gondar, northwest Ethiopia. Psychol Res Behav Manag 14:109–22. https://doi.org/10.2147%2FPRBM.S300262
Adedoyin, O.B., and E. Soykan. 2023. Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments 31:863–75. http://dx.doi.org/10.1080/10494820.2020.1813180
Chen, T., G. Cong, L. Peng, X. Yin, J. Rong, and J. Yang. 2020. Analysis of user satisfaction with online education platforms in china during the covid-19 pandemic. Healthcare (Basel) 8:200. https://doi.org/10.3390/healthcare8030200
Novaes, A.H.O., M.P. Santos, and C.M.S. Rossi. 2021. O autoconceito e a autoestima em estudantes da rede pública de ensino. Revista Educação Pública 21:1-10. https://doi.org/10-18264/REP
Silva, I.M., B. Schmidt, S.R. Lordello, D.S. Noal, M.A. Crepaldi, and A. Wagner 2020. As relações familiares diante da COVID-19: recursos, riscos e implicações para a prática da terapia de casal e família. Pensando Familias 24:12-28.
Santos, K.A.M., P.O. Miura, A.M.M. Barboza, and C.G.D.S.L. Araújo. 2022. What are the meanings of families in a pandemic situation for teenagers? Science and Public Health 27:193–203. https://doi.org/10.1590/1413-81232022271.08222021
Chen, B.H., W.C. Chiu, and C.C. Wang. 2015. The Relationship Among Academic Self- concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational college Students in Taiwan via SEM. Asia-Pacific Education Researcher 24:419–31. https://doi.org/10.1007/S40299-014-0194-1
Sarriera, J.C., F. Casas, L.M. Bedin, D. Abs, B.R. dos Santos, F.C. Borges, et al. 2015. Psychometric properties of the Multidimensional Self-Concept Scale in Brazilian adolescents. Assessment Psychology 14:281–90.
Barcelos, T.N., L.N. Muniz, D.M. Dantas, D.F. Cotrim-Junior, J.R. Cavalcante, and E. Faerstein. 2021. Analysis of fake news broadcast during the COVID-19 pandemic in Brazil. Panamerican Journal of Public Health 45:1-8. http://dx.doi.org/10.26633/RPSP.2021.65
Zapata-Ospina, J.P., D.F. Patiño-Lugo, P.A. Ramírez-Pérez, I.C. Marín-Orozco, P. Velásquez-Salazar, V.M. Vélez-Marín, et al. 2022. Deliberative dialogue with Ibero-American universities on interventions in student mental health during the COVID-19 pandemic. Revista Panamericana de Salud Publica 46:e45. https://doi.org/10.26633/rpsp.2022.45
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