Measuring College Students' Experiences with Virtual Education During the Pandemic by COVID-19

Due to the COVID-19 pandemic, young university students had to adjust to the emergency remote education provided by the online education modality. To know about the impact of this situation, the objective of this work was to validate the Scale of Experiences of University Students in Virtual Education (EEEV). A total of 2841 Chilean university students participated, with a mean age of 23.42 years (SD=7.72), of which 20% were engineering students. The EEEV arose from the adaptation of the questionnaire of expectations towards virtual education in university students during the COVID-19 pandemic, composed of six dimensions (Relationship with peers, Online learning, Online teaching, Self-efficacy for online learning, Online evaluation, and Comparison with face-to-face education). The psychometric properties of the EEEV version were verified. Validity estimations were performed using confirmatory factor analysis, finding a good fit, and maintaining the original version's factors. As for the dimensions, the internal consistency coefficient for the total scale was adequate. Therefore, it is concluded that the EEEV is a valid and reliable scale for measuring the experiences of university students in the context of emergency remote education.

Teaching practices for enhancing self-regulated learning during the COVID-19 pandemic: Measuring scales and predictive model

The main objectives of this research study were to examine the factorial structure of teaching-variable scales to enhance self-regulated learning in students and to estimate a predictive model for teaching practices during the COVID-19 pandemic. The methodology applied contained a psychometric and a predictive design for each phase of the study. A total of 765 professors from six Chilean universities were surveyed. The results showed four scales (beliefs, self-efficacy, knowledge, and teaching practices) with adequate psychometric properties. The variables “self-regulated learning knowledge” and “self-efficacy for promoting self-regulated learning” had indirect effects on the variable “teaching practices for promoting self-regulated learning”, which was a partial mediation type. The estimated mediation model accurately predicted 33.7% of the teaching practices used for boosting self-regulated learning. In conclusion, the present study developed valid and reliable scales along with a predictive model with adequate adjustment that served to improve the understanding of self-regulated learning enhanced by university professors. © 2022

Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education. Copyright © 2021 Sáez-Delgado, Mella-Norambuena, López-Angulo, Olea-González, García-Vásquez and Porter.

Applications used and recommendations provided by university professors for self-regulation of learning in the context of covid-19 pandemic

The strategic use of digital applications in higher education acquired special relevance in times of COVID-19 pandemic. This exploratory study inquires which digital applications are used and recommended by Chilean higher education lecturers in order to promote self-regulated learning on the virtual education context. The methodology was qualitative, with a phenomenographic approach, based on three focus groups, with an intentional sample of 17 lecturers. The data were analyzed through Content Analysis technique. 27 relevant digital applications were identified to facilitate self-regulation of learning, 16 useful for the preparation phase, 19 for the execution phase, 11 for the self-reflection phase, and 8 for the three phases of the Zimmerman cyclical model. WhatsApp and Google Calendar are the most recommended applications for self-regulation processes, specifically for the disposition of learning. Taking benefit of the reciprocal influence of knowledge on self-regulation of learning and ICT skills emerges as a shared challenge to promote a strategic use of digital applications and to foster inclusive and quality learning in the university, in the context of emergency online education. © 2021 North Caucasian Institute of Mining and Metallurgy, State Technological University. All rights reserved.

Psychosocial Characterization and Mental Health in Families of Chilean Students during Physical Isolation by Covid-19

The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to "mitigate" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.

Association between teachers’ resilience and emotional intelligence during the COVID-19 outbreak

Introduction/Objective: The resilience and emotional intelligence of teachers are crucial in order to face the daily educational challenges. To determine the association between teacher’s emotional intelligence and resilience during Emergency Remote Learning. Method: A quantitative approach and a cross-sectional predictive non-experimental design were used. Participants were 1329 teachers from Chilean schools. The WLEIS Emotional Intelligence Scale and the RS-14 resilience scale were used. Spearman correlation analyses and Yuen’s test were used for the comparative analysis by sex, and in the case of comparison by specialty the one-way ANOVA test was used;multiple regressions were performed. Results: High levels of resilience and between medium to high emotional intelligence;significant, positive and high relationship between emotional intelligence and resilience. Both in the emotional regulation variable and in the emotional intelligence variable significant differences were found regarding sex and specialty. The results of the predictive model with all emotional intelligence variables as predictors explained 43.5% of the observed variability of resilience. Conclusion: During the pandemic, teachers’ emotional intelligence and resilience are essential for facing the educational adversities and challenges that arise as a consequence of a context susceptible to constant and deregulatory change. © 2022 Fundación Universitaria Konrad Lorenz.