Social support, self-efficacy and academic satisfaction of university students during the COVID-19 lockdown
Barra lateral del artículo
320)
Contenido principal del artículo
Autores/as
Resumen
368
Este trabajo tuvo como objetivo analizar las relaciones entre el apoyo institucional percibido por los estudiantes, el apoyo de los profesores, el apoyo de los compañeros y su satisfacción académica, mediada por su autoeficacia en las tecnologías de la información y la comunicación (TIC). Participaron 157 estudiantes que cursaban de primero a cuarto año en diferentes disciplinas de la Universidad de Valencia. Se probaron modelos de ecuaciones estructurales con factores latentes. El modelo final aportó índices de ajuste satisfactorios a los datos observados. Cabe destacar el fuerte efecto directo del apoyo del profesorado sobre la satisfacción académica de los estudiantes, mientras que tuvo menor peso, aunque también significativo, el efecto del apoyo institucional. En conclusión, la figura del docente es de suma importancia para la satisfacción académica de los estudiantes.
Palabras clave
Referencias
Adeshola, I., and Agoyi, M. (2022). Examining factors influencing e-learning engagement among university students during covid-19 pandemic: A mediating role of "learning persistence". Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2029493
Al-Fraihat, D., Joy, M., and Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
Almusharraf, N. M., and Khahro, S. H. (2020). Students' satisfaction with online learning experiences during the COVID-19 pandemic. International Journal of Emerging Technologies in Learning, 15(21), 246-267. https://doi.org/10.3991/ijet.v15i21.15647
Al Soub, T. F., Alsarayreh, R. S., and Amarin, N. Z. (2021). Students 'satisfaction with using e-learning to learn chemistry in light of the COVID-19 pandemic in Jordanian universities. International Journal of Instruction, 14(3), 1011-1024. https://doi.org/10.29333/iji.2021.14359a
Ausín, B., González-Sanguino, C., Castellanos, M. A., Sáiz, J., Zamorano, S., Vaquero, C., and Muñoz, M. (2022). The psychological impact of the COVID- 19 pandemic in Spain: A longitudinal study. Psicothema, 34, 66-73.
Bamoallem, B., and Altarteer, S. (2022). Remote emergency learning during COVID- 19 and its impact on university student's perception of blended learning in KSA. Education and Information Technologies, 27, 157-179. https://doi.org/10.1007/s10639-021-10660-7
Bandura, A. C. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Basilaia, G., and Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
Bawaneh, A. K. (2021). The satisfaction level of undergraduate science students towards using e-learning and virtual classes in exceptional condition COVID- 19 crisis. Turkish Online Journal of Distance Education, 22(1), 52-65. https://doi.org/10.17718/tojde.849882
Belamghari, M. (2022). Distance learning amidst the COVID-19 pandemic: Moroccan university students' perceptions. The Teacher Educator, 57(1), 79-95. https://doi.org/10.1080/08878730.2021.2003918
Benalcázar, M. E., Barona, L., Valdivieso, A. L., Vimos, V. H., Velastegui, D., and Santacruz, C. J. (2022). Educational impact on Ecuadorian university students due to the COVID-19 context. Education Sciences, 12, 17. https://doi.org/10.3390/educsci12010017
Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., and Cong, G. (2020). The impact of the COVID-19 pandemic on user experience with online education platforms in China. Sustainability, 12(18), 1-31. https://doi.org/10.3390/su12187329
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998
Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., ... , and Crosbie, R. H. (2019). Student satisfaction and learning outcomes in asynchronous online lectura videos. CBE Life Sciences Education, 18(4), 1-14. https://doi.org/10.1187/cbe.18-08-0171
Cleland, J., McKimm, J., Fuller, R., Taylor, D., Janczukowicz, J. and Gibbs, T. (2020) Adapting to the impact of COVID-19: Sharing stories, sharing practice. Medical Teacher, 42(7), 772-775. https://doi.org/10.1080/0142159X.2020.1757635
Danioni, F., Sorgente, A., Barni, D., Canzi, E., Ferrari, L., Ranieri, S., …, and Lanz, M. (2021). Sense of coherence and COVID-19: A longitudinal study. The Journal of Psychology, 155(7), 657-677. https://doi.org/10.1080/00223980.2021.1952151
Dinh, L. P., and Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students' satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074-1083. https://doi.org/10.1080/02615479.2020.1823365
Erden, G., Özdoğru, A. A., Çoksan, S., Ögel-Balaban, H., Azak, Y., Altınoğlu-Dikmeer, I., …, and Baytemir, G. (2021). Social contact, academic satisfaction, covid-19 knowledge, and subjective well-being among students at Turkish universities: A nine-university sample. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-021-10019-7
Faize, F. A., and Nawaz, M. (2020). Evaluation and improvement of students' satisfaction in online learning during COVID-19. Open Praxis, 12(4), 495-507. https://doi.org/10.5944/openpraxis.12.4.1153
Fatani, T. H. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Medical Education, 20(1), 1-8. https://doi.org/10.1186/s12909-020-02310-2
Fouche, I., and Andrews, G. (2022). "Working from home is one major disaster": An analisis of student feedback at a South African university during the Covid- 19 lockdown. Education and Information Technologies, 27, 133-155 https://doi.org/10.1007/s10639-021-10652-7
Fu, R., Lee, J., Chen, X., and Wang, L. (2020). Academic self-perceptions and academic achievement in Chinese children: A multiwave longitudinal study. Child Development, 91, 1718-1732. https://doi.org/10.1111/cdev.13360
Gantasala, V. P., Gantasala, S. B., Al Tawil, T. N., and Prasad, P. (2022). Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context. Journal of Applied Research in Higher Education, 14(1), 507-520. https://doi.org/10.1108/JARHE-12-2020-0440
González-García, H., Fuentes, S., and Renobell, V. (2022). Sex differences across teacher's motivation, teaching satisfaction, loneliness and affects during COVID-19. Estudios sobre Educación, 42, 217-239. https://doi.org/10.15581/004.42.010
González-García, H., Martinent, G., and Nicolas, M. (2022). Relationships between coach's leadership, group cohesion, affective states, sport satisfaction and goal attainment in competitive settings. International Journal of Sports Science & Coaching, 17(2), 244-253. https://doi.org/10.1177/17479541211053229
Gopalan, N., Beutell, N. J., and Middlemiss, W. (2019). International students' academic satisfaction and turnover intentions. Quality Assurance in Education, 27(4), 533-548. https://doi.org/10.1108/QAE-01-2019-0001
Gutiérrez, M., Tomás, J. M., and Pastor, A. M. (2021). Social support from family, teachers and friends, school adjustment and subjective wellbeing of Peruvian adolescents. Suma Psicológica, 28(1),17-24.
Hamdan, K. M., Al-Bashaireh, M.A., Zahran, Z., Al-Daghestani, A., Al-Habashneh, S., and Shaheen, A. M. (2021). University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35(3), 713-725. https://doi.org/10.1108/IJEM-11-2020-0513
Hashemi, A. (2021). Effects of COVID-19 on the academic performance of Afghan students' and their level of satisfaction with online teaching. Cogent Arts & Humanities, 8, (1933684), 1-23. https://doi.org/10.1080/23311983.2021.1933684
Hassan, S. u. N., Algahtani, F. D., Zrieq, R., Aldhmadi, B. K., Atta, A., Obeidat, R. M., and Kadri, A. (2021). Academic self-perception and course satisfaction among university students taking virtual classes during the COVID-19 pandemic in the Kingdom of Saudi-Arabia (KSA). Education Sciences, 11, 134. https://doi.org/10.3390/educsci11030134
Heo, H., Bonk, C. J., and Doo, M. Y. (2021). Enhancing learning engagement during COVID-19 pandemic: Self-efficacy in time management, technology use, and online learning environments. Journal of Computer Assisted Learning, 37, 1640-1652. https://doi.org/10.1111/jcal.12603
Jiang, H., Islam, A. Y., Gu, X., and Spector, J. M. (2021). Online learning satisfaction in higher education during the COVID-19 pandemic: A regional comparison between Eastern and Western Chinese universities. Education and Information Technologies, 26, 6747-6769. https://doi.org/10.1007/s10639-021-10519-x
Joie-La Marle, C., Parmentier, F., Vinchon, F., Storme, M., Borteyrou, X., and Lubart, T. (2021). Evolution and impact of self-efficacy during French COVID- 19 confinement: A longitudinal study. The Journal of General Psychology, 148(3), 360-381. https://doi.org/10.1080/00221309.2021.1904815
Kerzič, D., Alex, J. K., Balbontín Alvarado, R. P., Bezerra, D. S., Cheraghi, M., Dobrowolska, B., …, and Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries. PLoS ONE, 16(10), e0258807. https://doi.org/10.1371/journal.pone.0258807
Kim, H. J., Hong, A. J., and Song, H. (2019). The roles of academic engagement and digital readiness in students' achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 1-18. Kuo, Y. C., Walker, A. E., Schroder, K. E., and Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
Landrum, B. (2020). Examining students' confidence to learn online, self-regulation skills and perceptions of satisfaction and usefulness of online classes. Online Learn, 24(3), 128-146. https://doi.org/10.24059/olj.v24i3.2066 Lent, R., Singley, D., Sheu, H., Schmidt, J., and Schmidt, L. (2007). Relation of social- cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15, 87-97. https://doi.org/10.24059/olj.v24i3.2066
Marsh, H. W., Hau, K. T., and Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling, 11, 320-341. https://doi.org/10.1207/s15328007sem1103_2
Martin, F., Xie, K., and Bolliger, D. U. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S1-S13. https://doi.org/10.1080/15391523.2021.1991703
Martinent, G., Ferrand, C., Humblot, E., Bauvineau, A., and Noisiez, M. (2019). Role of need-supportive family behaviours on purpose in life and depressive feelings of French older people: A self-determination theory perspective. Applied Sciences, 9(1), 115. https://doi.org/10.3390/app9010115
Matsunaga, M. (2008). Item Parceling in Structural Equation Modeling: A Primer. Communication Methods and Measures, 2, 260-293. https://doi.org/10.1080/19312450802458935
Mazer, J. P., and Thompson, B. (2011). The validity of the Student Academic Support Scale: Associations with social support and relational closeness. Communication Reports, 24(2), 74-85. https://doi.org/10.1080/08934215.2011.622237
Molero, D., and Ruiz, J. (2005). La evaluación de la docencia universitaria. Dimensiones y variables más relevantes. Revista de Investigación Educativa, 23(1), 57-84. https://revistas.um.es/rie/article/view/98341
Motz, B. A., Quick, J. D., and Morrone, A. S. (2022). When online courses became the student union: Technologies for peer interaction and their association with improved outcomes during COVID-19. Technology, Mind, and Behavior. https://doi.org/10.1037/tmb0000061
Mushtaque, I., Rizwan, M., Dasti, R. K., Ahmad, R., and Mushtaq, M. (2021). Students' attitude and impact of online learning: Role of teachers and classmate support during the COVID-19 crisis. Performance Improvement, 60(5), 20-27. https://doi.org/10.1002/pfi.21982
Muthén, L. K., and Muthén, B. O. (1998-2017). Mplus User's Guide. Muthén & M uthén.
Naseer, S., and Rafique, S. (2021). Moderating role of teachers' academic support between students' satisfaction with online learning and academic motivation in undergraduate students during COVID-19. Education Research International, 7345579. https://doi.org/10.1155/2021/7345579
Osmani, F. (2021). Analysis of students' satisfaction with virtual education in medical science university during the pandemic outbreak of COVID-19. International Journal of Assessment Tools in Education, 8(1), 1-8. https://doi.org/10.21449/ijate.854675
Puljak, L., Čivljak, M., Haramina, A., Malisa, S., Čavić, D., Klinec, D., …, and Ivanišević, K. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: A survey. BMC Medical Education, 20, 1-11. https://doi.org/10.1186/s12909-020-02343-7
Rossi, C., Bonanomi, A., and Oasi, O. (2021). Psychological wellbeing during the COVID-19 pandemic: The influence of personality traits in the Italian population. International Journal of Environmental Research and Public Health, 18. https://doi.org/10.3390/ijerph18115862
Şahin, M. (2021). Opinions of university students on effects of distance learning in Turkey during covid-19 pandemics. African Educational Research Journal, 9(2), 526-543. https://doi.org/10.30918/AERJ.92.21.082
Sharma, K., Deo, G., Timalsina, S., Joshi, A., Shrestha, N., and Neupane, H. C. (2020). Online learning in the face of COVID-19 pandemic: Assessment of students' satisfaction at Chitwan medical college of Nepal. Kathmandu University Medical Journal, 18(1970COVID-Special Issue), 38-45. https://doi.org/10.3126/kumj.v18i2.32943
Sher, A. (2009). Assessing the relationship of student-instructor and studentstudent interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120. http://www.ncolr.org/jiol/issues/pdf/8.2.1.pdf
Urbach, N., Smolnik, S., and Riempp, G. (2010). An empirical investigation of employee portal success. Journal of Strategic Information Systems, 19(3), 184- 206. https://doi.org/10.1016/j.jsis.2010.06.002
Wei, H., and Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41, 48-69. https://doi.org/10.1080/01587919.2020.1724768
Wilhelm, J., Mattingly, S., and Gonzalez, V. H. (2022). Perceptions, satisfactions, and performance of undergraduate students during Covid-19 emergency remote teaching. Anatomical Sciences Education, 15, 42-56. https://doi.org/10.1002/ase.2161
Métricas
|
|
Detalles
Detalles del artículo
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
CESIÓN DE DERECHOS
Al enviar el artículo para su evaluación y posterior publicación en la revista Estudios sobre Educación, el AUTOR cede de manera exclusiva los derechos de comunicación pública, reproducción, distribución y venta para su explotación comercial a la Universidad de Navarra a través de su Servicio de Publicaciones, por el plazo máximo legal vigente -toda la vida del autor y setenta años después de su muerte o declaración de fallecimiento-, en cualquier país, y en cualquiera de las actuales y futuras modalidades de edición tanto en versión impresa como electrónica.
En el caso de que el artículo no fuera aceptado para su publicación, esta cesión de derechos decae con la comunicación de la negativa al AUTOR.
El AUTOR afirma que el artículo es inédito, que no ha sido enviado simultáneamente a otro medio de publicación y que los derechos no han sido cedidos de forma exclusiva con anterioridad. Se hace responsable frente a la Universidad de Navarra a través de su Servicio de Publicaciones de la autoría y originalidad de su obra, así como de todas las cargas pecuniarias que pudieran derivarse para Universidad de Navarra a través de su Servicio de Publicaciones, a favor de terceros con motivo de acciones, reclamaciones o conflictos derivados del incumplimiento de obligaciones por parte del AUTOR.
