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1.
Rev. Costarric. psicol ; 40(2)dic. 2021.
Article in Spanish | LILACS, SaludCR | ID: biblio-1387261

ABSTRACT

Resumen Durante la pandemia por COVID-19, el sistema educativo costarricense ha adaptado las clases a una modalidad virtual; además, hay evidencia de brechas tecnológicas, digitales y educativas entre la población estudiantil. El objetivo del presente estudio fue identificar las características sociodemográficas, psicosociales, tecnológicas y digitales asociadas al nivel de satisfacción de adolescentes en Costa Rica con las clases virtuales durante la pandemia. Se empleó un diseño transversal y se aplicó un cuestionario en línea a adolescentes de entre 14 y 18 años (n = 128, 63.3% mujeres, Medad = 16.2, DEedad = 0.593) de colegios públicos y privados. Se encontró que solo el apoyo percibido, la autoeficacia hacia las clases virtuales y el nivel socioeconómico (NSE) se correlacionan significativamente (de forma positiva) con la satisfacción con las clases virtuales. Además, se halló que un modelo que explica la variabilidad en la satisfacción a partir del apoyo percibido y la autoeficacia hacia las clases virtuales es mejor que uno que también incluya el NSE como variable predictora. Los resultados muestran indicios sobre la forma de hacer más satisfactoria la experiencia de las personas adolescentes en el contexto de clases virtuales.


Abstract During the COVID-19 pandemic the Costa Rican educational system has adapted classes to a virtual model; fur- thermore, evidence has supported the existence of technological, digital, and educational gaps among students. The aim of the present study is to identify sociodemographic, psychosocial, technological, and digital characteristics associated with the adolescents' satisfaction with virtual classes during the pandemic. Using a cross-sectional design, an online questionnaire was filled out by 14- to 18-year-old adolescents (n = 128, 63.3% girls, Mage = 16.2, SDage = 0.593) from public and private high schools. Results showed that only perceived support, self-efficacy, and socioeconomic status (SES) were significantly (positively) correlated with satisfaction with virtual classes. Also, it was found that a model that accounts for satisfaction in terms of perceived support and self-efficacy is better than one that includes SES as another explanatory variable. These results show some insights for making virtual learning a more satisfying experience for adolescents.


Subject(s)
Humans , Male , Female , Child , Adolescent , Digital Divide , Virtual Reality , COVID-19 , Costa Rica , Education, Distance
2.
Psico (Porto Alegre) ; 40(2): 202-209, abr.-jun. 2009.
Article in Portuguese | LILACS | ID: lil-539640

ABSTRACT

Mães genéticas (50) e adotivas (36) foram comparadas quanto à expressão de habilidades sociais educativas (HSE) e de sentimentos de insegurança. Buscaram-se correlações entre estas e o apoio do pai, da família extensa e de não parentes. Não houve diferença entre mães adotivas e genéticas nas HSE, mas houve diferença no sentimento de insegurança. Considerando as mães em conjunto, houve diferença significativa entre as HSE sendo relatada menor habilidade em “Estabelecer limites” e “Lidar com críticas” e maior habilidade em “Responder a Elogios”. Houve correlação positiva entre algumas HSE e o apoio do pai e da família extensa materna. Concluímos que a condição da adoção não apresenta influência sobre a expressão das HSE maternas, contudo, o apoio recebido parece influenciar positivamente a expressão de algumas delas. A condição de adoção parece ser acompanhada de maior sentimento de insegurança.


The expression of educational social abilities (ESA) and insecurity feelings of genetic (50) and adoptive (36) mothers were compared. Correlations between these factors and support from the father, the extensive family and unrelated people were investigated. No differences were found between adoptive and genetic mothers in ESA, but there was a difference in the insecurity feelings. Considering the mothers together, there was significant difference among the expression of the ESA, mothers reported less ability in “Establishing limits” and in “Working with critics” and more ability in “Answering to Praises”. There was a positive correlation among some ESA and support from the father and from the maternal extensive family. We concluded that the adoption condition does not present influence on the expression of maternal ESA, however, the perceived support seems to positively influence their expression. The adoption condition seems to be accompanied by more insecurity feelings than the genetic motherhood condition.


Madres genéticas (50) y adoptivas (36) fueron evaluadas en relación a la expresión de las habilidades sociales educativas (HSE) y los sentimientos de inseguridad. Se intento verificar correlaciones entre las HSE, los sentimientos de inseguridad y el apoyo del padre, de la familia extendida y de no parientes. No hubo distinciones entre las madres genéticas y adoptivas en las HSE, pero hubo diferencia en la percepción de inseguridad. Mirando las madres, en su conjunto, hubo una diferencia significativa entre las HSE con menos relato de las habilidades de “establecer límites” y “tratar con las críticas” y mayor relato de la habilidad “contestar los elogios”. Hubo correlación positiva entre algunas HSE, el apoyo del padre y de la familia maternal. Se concluye que la condición de la adopción no influencia en la expresión de HSE maternal, no obstante, recibir apoyo influi positivamente en la expresión de algunas HSE. La condición de adopción parece ser acompañada por una sensación creciente de inseguridad.


Subject(s)
Adolescent , Adult , Adoption/psychology , Mothers
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