ABSTRACT
During the COVID-19 pandemic the Costa Rican educational system has adapted classes to a virtual model;furthermore, 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 de- sign, 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. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Spanish) Durante la pandemia por COVID-19, el sistema educativo costarricense ha adaptado las clases a una modalidad virtual;ademas, hay evidencia de brechas tecnologicas, digitales y educativas entre la poblacion estudiantil. El objetivo del presente estudio fue identificar las caracteristicas sociodemograficas, psicosociales, tecnologicas y digitales asociadas al nivel de satisfaccion de adolescentes en Costa Rica con las clases virtuales durante la pandemia. Se empleo un diseno transversal y se aplico un cuestionario en linea a adolescentes de entre 14 y 18 anos (n = 128, 63.3% mujeres, M edad = 16.2, DEedad = 0.593) de colegios publicos y privados. Se encontro que solo el apoyo percibido, la autoeficacia hacia las clases virtuales y el nivel socioeconomico (NSE) se correlacionan significativamente (de forma positiva) con la satisfaccion con las clases virtuales. Ademas, se hallo que un modelo que explica la variabilidad en la satisfaccion a partir del apoyo percibido y la autoeficacia hacia las clases virtuales es mejor que uno que tambien incluya el NSE como variable predictora. Los resultados muestran indicios sobre la forma de hacer mas satisfactoria la experiencia de las personas adolescentes en el contexto de clases virtuales. (PsycInfo Database Record (c) 2023 APA, all rights reserved)