Self-efficacy to self-regulate the study, mental health, and sociodemographic variables in Ecuadorian students during COVID-19

Autores

DOI:

https://doi.org/10.32870/dse.v0i30.1428

Resumo

The research has shown special interest in academic variables, mental health and sociodemographic in students during the COVID-19 Pandemic by the drastic changes that the health emergency has caused in Higher Education. The aim of this study was to describe and to explore relations between self-efficacy to self-regulate the study, mental health variables and sociodemographic conditions students. The sample was non-probabilistic, made up of 534 university students from Ecuador. A descriptive, correlational cross-sectional design was used. The instruments applied had evidence of validity and reliability; were applied through the SurveyMonkey tool. The results showed mild depression, moderate stress, severe anxiety, and self-efficacy in insufficient levels. Significant relationships were identified between the mental health and self-efficacy variables. Differences were found in the groups based on sex, availability of materials and connection, work and study, variation in income during the pandemic and according to area of knowledge. It is suggested to use these results for the development of psychoeducational interventions that seek to improve the mental health and self-efficacy of university students during the health emergency.

Downloads

Não há dados estatísticos.

Biografia do Autor

Fabiola Sáez-Delgado, Universidad Católica de la Santísima Concepción

Doctora en Psicología. Profesora de Educación Física, Universidad Católica de la Santísima Concepción, Chile.

Javier Mella-Norambuena, Universidad Técnica Federico Santa María

Magíster en Psicología; Doctorante en Educación. Profesor de Educación Física, Universidad Técnica Federico Santa María, Chile.

Verónica León-Ron, Universidad Técnica del Norte

Magíster en Psicoterapia. Universidad Técnica del Norte. Ecuador.

Yaranay López-Angulo, Universidad de Concepción

Doctora en Psicología. Profesor asistente, Universidad de Concepción. Chile.

Francisco Sandoval-Henríquez, Universidad Católica de la Santísima Concepción

Magíster en Ciencias de la Educación, Doctorante en Educación. Profesor de Educación Física, Universidad Católica de la Santísima Concepción, Chile.

Referências

Algina, J., Keselman, H., & Penfield, R. (2005). An alternative to Cohen's standardized mean difference effect size: a robust parameter and confidence interval in the two independent groups case. Psychological methods, 10(3), 317-328. https://doi.org/10.1037/1082-989X.10.3.317

Alemany-Arrebola, I., Rojas-Ruiz, G., Granda-Vera, J., & Mingorance-Estrada, A. (2020). Influence of COVID-19 on the Perception of Academic Self-Efficacy, State Anxiety, and Trait Anxiety in College Students. Frontiers in Psychology, 1(2), 1-7. https://doi.org/10.3389/fpsyg.2020.570017

Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. https://doi.org/10.1016/j.worlddev.2020.105225

Aristovnik, A., Kerži?, D., Ravšelj, D., Tomaževi?, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438

Ato, M., López-García, L., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en Psicología. Annals of Psychology, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511

Ayala, L. (2022). Depresión y autoeficacia en universitarios de Lima Sur [Tesis de pregrado, Universidad Autónoma del Perú]. Repositorio de la Universidad Autónoma del Perú.

Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337. https://doi.org/10.1007/978-94-007-0753-5_2631

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

Best, D., & Roberts, D. (1975). Algorithm AS 89: The Upper Tail Probabilities of Spearman's rho. Applied Statistics, 24, 377–379. https://doi.org/10.2307/2347111

Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, L., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 1-5. https://doi.org/10.1016/j.psychres.2020.112934

Code of Ethics American Educational Research Association Approved by the AERA Council. (2011). https://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics(1).pdf

Chi, X., Becker, B., Yu, Q., Willeit, P., Jiao, C., Huang, L., & Solmi, M. (2020). Prevalence and psychosocial correlates of mental health outcomes among chinese college students during the coronavirus disease (COVID-19) pandemic. Frontiers in Psychiatry, 11, 1-9. https://doi.org/10.3389/fpsyt.2020.00803

Contreras-Saavedra C, Sáez-Delgado F, Contreras-Saavedra CE, Mella-Norambuena J, López-Angulo Y. (2024). Género y autorregulación en estudiantes. Salud, Ciencia y Tecnología; 4(615), 1-10. https://doi.org/10.56294/saludcyt2024615

Cornejo, J., Cárdenas, T., & Frausto, M. (2023). Impacto educativo en pandemia en alumnos de nivel superior del norte de Jalisco. Revista de Investigación en Tecnologías de la Información, 11(24), 1–14. https://doi.org/10.36825/RITI.11.24.001

Daza, P., Novy, D., Stanley, M., & Averill, P. (2002). The depression anxiety stress scale-21: Spanish translation and validation with a Hispanic sample. Journal of Psychopathology and Behavioral Assessment, 24(3), 195-205. https://doi.org/10.1023/A:1016014818163

Díaz, A., Prados, J., Canos, V., & Martínez, A. (2020). Impacts of confinement due to COVID-19 among university students: Life Satisfaction, Resilience and Social Capital Online. RISE, 9(1), 79-104. https://dialnet.unirioja.es/servlet/articulo?codigo=7495555

Díaz-Mujica, A., Sáez-Delgado, F., Cobo-Rendón, R., Del Valle, M., López-Angulo, Y., & Pérez-Villalobos, M. (2022). Systematic review for the definition and measurementof self-efficacy in university students. Interdisciplinaria, 39(2), 37-54. https://doi.org/10.16888/interd.2022.39.2.3

Duong, V., Pham, P., Yang, T., Wang, Y., & Luo, J. (2020). The ivory tower lost: How college students respond differently than the general public to the covid-19 pandemic. ArXiv, 1(1),126-130. https://doi.org/10.1109/ASONAM49781.2020.9381379

Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Assessing change in students' social networks and mental health during the COVID-19 crisis. 1-34. https://osf.io/muknv/

Ethical principles of psychologist and code of conduct (2017). https://www.apa.org/ethics/code

Fawaz, M., & Samaha, A. (2020). E ? learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56(1), 52-57. https://doi.org/10.1111/nuf.12521

Fox, J., & Weisberg, S. (2019). An R Companion to Applied Regression. USA: Third Edition, Sage.

Gutiérrez, A., & Landeros, M. (2018). Academic self-efficacy and anxiety, as a critical incident, in university men and women. Costa Rican Journal of Psychology, 37(1), 1-25. https://doi.org/10.22544/rcps.v37i01.01

Hertz-Palmor, N., Moore, T., Gothelf, D., DiDomenico, G., Dekel, I., Greenberg, D., & Barzilay, R. (2021). Association among income loss, financial strain and depressive symptoms during COVID-19: evidence from two longitudinal studies. Journal of Affective Disorders, 291, 1-8. https://doi.org/10.1016/j.jad.2021.04.054

Huang, F., Sánchez, J., Teo, T., García, F., Sánchez, E., & Zhao, C. (2020). The influence of university students' learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain. Educational Technology Research and Development, 68(2), 1-19. https://doi.org/10.1007/s11423-020-09806-0

Ihm, L., Zhang, H., van Vijfeijken, A., & Waugh, M. (2021). Impacts of the COVID-19 pandemic on the health of university students. The International Journal of Health Planning and Management, 36(3), 618-627. https://doi.org/10.1002/hpm.3145

Khodabakhshi-koolaee, A. (2020). Living in home quarantine: Analyzing psychological experiences of college students during COVID-19 pandemic. Journal of Military Medicine, 22(2), 130-138. https://doi.org/10.30491/JMM.22.2.130

Issa, A., Abdallah, N., Cohen, S., Jason von, M., & Abusal, D. (2023). Evaluating the mental health of international students in the U.S. during the COVID-19 outbreak: The case of University of Florida. Journal of American College Health. https://doi.org/10.1080/07448481.2023.2168547

Liverpool, S., Moinuddin, M., Aithal, S., Owen, O., & Bracegirdle, K. (2023) Mental health and wellbeing of further and higher education students returning to face-to-face learning after COVID-19 restrictions. PLOS ONE 18(1), e0280689. https://doi.org/10.1371/journal.pone.0280689

Lee, W. (2017). Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students. Journal of Adolescence, 60, 148-152. https://doi.org/10.1016/j.adolescence.2017.08.006

Liu, X., Liu, J., & Zhong, X. (2020). Psychological State of College Students During COVID-19 Epidemic. The Lancet. http://dx.doi.org/10.2139/ssrn.3552814

Lobos, K., Cobo, R., Sáez-Delgado, F., Mella-Norambuena, J., Cisternas, N. (2023). Return to face-to-face classrooms in higher education: students experiences in Chile, Venezuela, and Ecuador. Emerging Science Journal, 7, 217-237. https://doi.org/10.28991/ESJ-2023-SIED2-017

López-Angulo, Y., Sáez-Delgado, F., Guiñez, A., Torres, V., Muñoz-Inostroza, K., Becerra, J. (2023). Rol de la familia en el fomento del aprendizaje autorregulado de estudiantes chilenos durante confinamiento por COVID-19. Revista Costarricense de Psicología, 42(1), 111-125. http://dx.doi.org/10.22544/rcps.v42i01.07

Maia, B., & Dias, P. (2020). Anxiety, depression, and stress in university students: the impact of COVID-19. Estudos def Psicologia (Campinas), 37, 1-8. https://doi.org/10.1590/1982-0275202037e200067

Meza-Dávalos, M., Ramos-Murillo, T., & Morales-Trejo, E. (2023). Ansiedad y depresión en la educación virtual en estudiantes universitarios durante la covid-19. RINDERESU, 7(1-2). http://rinderesu.com/index.php/rinderesu/article/view/145/147

Ministerio de Telecomunicaciones. (s.f). Indicadores de conectividad a escala nacional. https://www.telecomunicaciones.gob.ec/25693-2/

Mishra, L., & Kumar, N. (2023). Higher education students’ behaviour and mental health during Covid-19 lockdown: a pilot study. Journal of Public Health, 31, 747–753. https://doi.org/10.1007/s10389-021-01591-1

Orellana, C., & Orellana, L. (2020). Predictores de síntomas emocionales durante la cuarentena domiciliar por pandemia de COVID-19 en El Salvador. Actualidades en Psicología, 34(128), 103-120. http://dx.doi.org/10.15517/ap.v34i128.41431

Norton, P. (2007). Depression Anxiety and Stress Scales (DASS-21): Psychometric analysis across four racial groups. Anxiety, Stress & Coping, 20(3), 253-265. https://doi.org/10.1080/10615800701309279

Othman, N., Ahmad, F., El Morr, C., & Ritvo, P. (2019). Perceived impact of contextual determinants on depression, anxiety and stress: a survey with university students. International Journal of Mental Health Systems, 13(1), 1-9. https://doi.org/10.1186/s13033-019-0275-x

Pragholapati, A. (2020). COVID-19 Impact on Students. https://doi.org/10.35542/osf.io/895ed

Presidency of the Republic of Ecuador. (s.f). Ecuador está más unido, gracias a la democratización de las telecomunicaciones. https://www.presidencia.gob.ec/ecuador-esta-mas-unido-gracias-a-la-democratizacion-de-las-telecomunicaciones-video/

Ramón-Arbués, E., Gea-Caballero, V., Granada-López, J., Juárez-Vela, R., Pellicer-García, B., & Antón-Solanas, I. (2020). The prevalence of depression, anxiety and stress and their associated factors in college students. International Journal of Environmental Research and Public Health, 17(19), 1-15. https://doi.org/10.3390/ijerph17197001

Rajkumar, R. (2020). COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, 52(1), 1-5. https://doi.org/10.1016/j.ajp.2020.102066

Sáez-Delgado, F., Bustos, C., & Díaz, A. (2018). Autoeficacia Cuestionario de Autorregulación de Estudio Readiness. Avaliação Psicológica, 17(1), 92-100. https://dx.doi.org/10.15689/ap.2017.1701.10.13348

Sáez-Delgado, F., Cofré, M., Estrada, C., Fornerod, M., García, M., Muñoz, E., Segovia, G. (2020) Escala de autoeficacia docente para la promoción de la autorregulación del aprendizaje. Revista CienciAmerica, 9(3), 64-88. http://dx.doi.org/10.33210/ca.v9i3.332

Sáez-Delgado, F., Lobos, K., López-Angulo, Y., Mella-Norambuena, J., & Pinochet, P. (2023). Fomento de la autorregulación del aprendizaje desde una comprensión cualitativa durante la pandemia Covid-19. Revista Mexicana de Investigación Educativa, 28(96), 159-186.

Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., & Casanova, D. (2022). Prácticas docentes para promover la autorregulación del aprendizaje durante la pandemia COVID-19: escalas de medición y modelo predictivo. Formación Universitaria, 15(1), 95-104. http://dx.doi.org/10.4067/S0718-50062022000100083

Sáez-Delgado, F., Mella-Norambuena, J., López Angulo, Y., Olea- González, C., García-Vásquez, H., & Porter, B. (2021). Association between self-regulation of learning, forced labor insertion, technological barriers, and dropout intention in Chile. Frontier in Education, 6, 801865. https://doi.org/10.3389/feduc.2021.801865

Saldívar, A., & Ramírez-Gómez, K. (2020). Mental health, gender and remote teaching during confinement by COVID-19 in Mexico. Person 023(2), 11-40. https://dialnet.unirioja.es/servlet/articulo?codigo=7838725

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3–4), 207–231. https://doi.org/10.1080/00461520.1991.9653133

Sumba-Bustamante, R., Saltos-Ruiz, G., Rodríguez-Suarez, C., & Tumbaco-Santiana, Z. (2020). Unemployment in Ecuador: causes and consequences. Knowledge Pole: Scientific-professional magazine, 5(10), 774-797. https://doi.org/10.23857/pc.v5i10.1851

Tasso, A., Hisli, N., & San Roman, G. (2021). COVID-19 disruption on college students: Academic and socioemotional implications. Psychological Trauma: Theory, Research, Practice, and Policy, 13(1), 9. https://doi.org/10.1037/tra0000996

Thode, J. (2002). Testing for Normality. New York: Marcel Dekker.

Wallin, A., Koupil, I., Gustafsson, J., Zammit, S., Allebeck, P., & Falkstedt, D. (2019). Academic performance, externalizing disorders and depression: 26,000 adolescents followed into adulthood. Social Psychiatry and Psychiatric Epidemiology, 54(8), 977-986. http://dx.doi.org/10.1007/s00127-019-01668-z

Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C., & Ho, R. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1729. https://doi.org/10.3390/ijerph17051729

Yuen, K. (1974). The two-sample trimmed t for unequal population variances. Biometrika, 61(1), 165- 170. https://doi.org/10.1093/biomet/61.1.165

Zapata, A., & De Lille, M. (2024). Autoeficacia Académica y su Relación con los Niveles de Ansiedad y Depresión en Universitarios. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 3873-3887. https://doi.org/10.37811/cl_rcm.v7i6.8963

Zhai, Y., & Du, X. (2020). Addressing collegiate mental health amid COVID-19 pandemic. Psychiatry Research, 288, 113003. https://doi.org/10.1016/j.psychres.2020.113003

Downloads

Publicado

2024-06-26