Management and academic anxiety in Ibero-American higher institutions students during COVID-19

Elias Said-Hung; Eva Matarín Rodríguez-Peral; Carolina Mejía Corredor

doi:10.35699/1983-3652.2022.38733

Autores

Elias Said-Hung Universidad Internacional de La Rioja, Education Faculty, Logroño, Spain https://orcid.org/0000-0002-0594-5906
Eva Matarín Rodríguez-Peral Rey Juan Carlos University, Faculty of Communication Sciences, Department of Communication Sciences and Sociology, Fuenlabrada, Madrid, Spain https://orcid.org/0000-0002-3560-5443
Carolina Mejía Corredor EAN University, Bogotá, Colombia https://orcid.org/0000-0002-3560-5443

DOI:

https://doi.org/10.35699/1983-3652.2022.38733

Palavras-chave:

Educação superior, Administração, Estudantes, Ansiedade, COVID-19

Resumo

A pandemia de COVID-19 causou incerteza e instabilidade na população em relação à capacidade das instituições de administrar e mitigar seu impacto. Em tal emergência, é possível perguntar como as instituições de ensino superior lidaram com essa situação e que elementos da administração institucional tiveram maior influência no controle do estresse e da ansiedade acadêmica. O objetivo deste estudo é medir o nível de ansiedade acadêmica entre os estudantes universitários na Ibero-América desde março de 2020, como resultado da pandemia de COVID-19. O estudo também procura identificar as variáveis associadas, algumas ligadas à esfera digital, que afetam a percepção da avaliação feita por esses estudantes da gestão institucional realizada pelas instituições de ensino superior na Ibero-América. Este artigo fornece os resultados quantitativos da pesquisa que coletou dados utilizando uma pesquisa on-line realizada de 6 a 24 de abril de 2020 em algumas universidades de ensino superior da Ibero-América, incluindo um total de 523 estudantes pesquisados. A análise dos dados se baseia apenas nas respostas dos entrevistados da pesquisa registrados em instituições de seis países ibero-americanos. Os resultados identificam variáveis psicossociais associadas com o nível de ansiedade acadêmica percebido pelos estudantes. Eles também apontam para a necessidade de as instituições de ensino superior na Ibero-América reverem seus modelos de gestão a fim de garantir suas comunidades educacionais (por exemplo, estudantes). Esse apoio consiste em reforçar as competências transversais que aumentam a capacidade de transformar o modelo educacional.

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Biografia do Autor

Elias Said-Hung, Universidad Internacional de La Rioja, Education Faculty, Logroño, Spain

Professor titular da Faculdade de Educação, membro do grupo de pesquisa SIMI e Diretor do Mestrado Universitário em Educação Inclusiva e Intercultural da Universidade Internacional de La Rioja (UNIR).

Eva Matarín Rodríguez-Peral, Rey Juan Carlos University, Faculty of Communication Sciences, Department of Communication Sciences and Sociology, Fuenlabrada, Madrid, Spain

Socióloga e Doutora em Comunicação Audiovisual, Publicidade e Relações Públicas. Credenciado pela ANECA na figura de Professor Assistente Doutor. É mestre em Comunicação Corporativa e Institucional.

Carolina Mejía Corredor, EAN University, Bogotá, Colombia

Doutora em Tecnologia e Educação, Mestre em Computação Industrial e Automática pela Universidade de Girona na Espanha, Especialista em Telecomunicações e Engenheiro de Sistemas pela Universidade Industrial de Santander na Colômbia. Na Ean University, foi Coordenadora do Programa de Mestrado em Gestão de Sistemas de Informação e Projetos Tecnológicos, Diretora do Departamento de Sistemas, Diretora do Grupo de Pesquisa em Ambientes de Aprendizagem, e atualmente é Professora, Gestora de Pesquisa e Editora do Virtu@lmente Revista.

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