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.

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.

Referências

ALMEIDA, M. et al. Editorial Perspective: The mental health impact of school closures during the COVID‐19 pandemic. Journal of Child Psychology and Psychiatry, v. 63, n. 5, p. 608–612, May 2021. DOI: 10.1111/jcpp.13535. Available from: https://onlinelibrary.wiley.com/doi/10.1111/jcpp.13535. Visited on: 4 June 2022.

APARICIO, A. T.; PONCELA, A. M. F. El capital social ante el vacío gubernamental en los procesos de desastre. Caso Valle de Chalco Solidaridad. Espiral, v. XXIV, n. 68, p. 155–190, 2017. Available from: https://www.redalyc.org/journal/138/13848276005/. Visited on: 5 June 2022.

ASTUDILLO PIZARRO, F.; SANDOVAL DIAZ, J. Spatial Justice, Socio-Natural Disasters, and Spatial Policies: Sociopolitical Dynamics in view of the Floods and Recovery Processes in Copiapó, Chile. Cuadernos de Geografía: Revista Colombiana de Geografía, v. 28, n. 2, p. 303–321, Dec. 2019. DOI: 10.15446/rcdg.v28n2.73520. Available from: http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0121-215X2019000200303&lng=en&nrm=iso&tlng=es. Visited on: 4 June 2022.

BALANZA GALINDO, S.; MORALES MORENO, I.; GUERRERO MUÑOZ, J. Prevalencia de Ansiedad y Depresión en una Población de Estudiantes Universitarios: Factores Académicos y Sociofamiliares Asociados. Clínica y Salud, v. 20, n. 2, p. 177–187, 2009. Available from: https://scielo.isciii.es/scielo.php?script=sci_abstract&pid=S1130-52742009000200006&lng=es&nrm=iso&tlng=es. Visited on: 4 June 2022.

BARRAZA MACÍAS, A. El estrés de pandemia (COVID 19) en población mexicana. México: Centro de Estudios Clínica e Investigación Psicoanalítica SC, 2020. Available from: http://www.upd.edu.mx/PDF/Libros/Coronavirus.pdf. Visited on: 4 June 2022.

BRACKETT, Marc A. et al. Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. en. Psychology in the Schools, n/a–n/a, 2010. ISSN 00333085, 15206807. DOI: 10.1002/pits.20478. Available from: https://onlinelibrary.wiley.com/doi/10.1002/pits.20478. Visited on: 14 June 2022.

CAO, W. et al. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, v. 287, p. 112934, May 2020. DOI: 10.1016/j.psychres.2020.112934. Available from: https://www.sciencedirect.com/science/article/pii/S0165178120305400. Visited on: 4 June 2022.

CHEVALIER, S. ¿Cuántas vacunas contra la COVID-19 ha dado Estados Unidos a América Latina? Aug. 2021. Available from:

https://eldiarioexterior.com/cuantas-vacunas-contra-covid19-dado-estados-unidos-america/. Visited on: 4 June 2022.

CONNOR CHICK, R. et al. Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. Journal of Surgical Education, v. 77, n. 4, p. 729–732, July 2020. DOI: 10.1016/j.jsurg.2020.03.018. Available from: https://www.sciencedirect.com/science/article/pii/S1931720420300842. Visited on: 4 June 2022.

CORONADO, M. C.; ROCKCASTLE, S.; KWOK, A. Environmental Health Perceptions in University Classrooms: Results From an Online Survey During the COVID-19 Pandemic in the United States and Colombia. Frontiers in Built Environment, v. 7, 2021. Available from: https://www.frontiersin.org/article/10.3389/fbuil.2021.784634. Visited on: 4 June 2022.

CUEVAS LÓPEZ, M.; ÁVALOS RUIZ, I.; LIZARTE SIMÓN, E. J. Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities. Sustainability, v. 13, n. 12, p. 6946, June 2021. DOI: 10.3390/su13126946. Available from: https://www.mdpi.com/2071-1050/13/12/6946. Visited on: 4 June 2022.

DE OLIVEIRA ARAÚJO, F. J. et al. Impact Of Sars-Cov-2 And Its Reverberation In Global Higher Education And Mental Health. Psychiatry Research, v. 288, p. 112977, June 2020. DOI: 10.1016/j.psychres.2020.112977. Available from: https://www.sciencedirect.com/science/article/pii/S0165178120307009. Visited on: 4 June 2022.

DE VINCENZI, A. Del aula presencial al aula virtual universitaria en el contexto del COVID-19. Debate-Universitario, v. 8, p. 67–71, 2020. Available from: https://uai.edu.ar/media/115473/4-del-aula-presencial-al-aula-virtual-universitaria-en-contexto-de-pandemia-de-covid-19.pdf. Visited on: 4 June 2022.

ESPINO-DÍAZ, L. et al. Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action. Sustainability, v. 12, n. 14, p. 5646, Jan. 2020. DOI: 10.3390/su12145646. Available from: https://www.mdpi.com/2071-1050/12/14/5646. Visited on: 4 June 2022.

EUROPEAN COMMISSION. Recomendación del Consejo, de 22 de mayo de 2018, relativa a las competencias clave para el aprendizaje permanente. 2018. Available from: https://ec.europa.eu/transparency/regdoc/rep/1/2018/ES/COM-2018-24-F1-ES-MAIN-PART-1.PDF. Visited on: 4 June 2022.

FERNÁNDEZ CRUZ, M. et al. Evaluation of the Emotional and Cognitive Regulation of Young People in a Lockdown Situation Due to the Covid-19 Pandemic. Frontiers in Psychology, v. 11, p. 565503, Oct. 2020. DOI: 10.3389/fpsyg.2020.565503. Available from: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.565503/full. Visited on: 4 June 2022.

FLORENCIA VELA, M. F. et al. La relajación percibida y su rol como factor protector frente a la ansiedad fóbica durante el transcurso del aislamiento social, preventivo y obligatorio por covid-19 en el gran mendoza. [S.l.], Apr. 2020. Available from: https://preprints.scielo.org/index.php/scielo/preprint/view/82. Visited on: 4 June 2022.

GARCÍA ARETIO, L. Los saberes y competencias docentes en educación a distancia y digital: una reflexión para la formación. RIED: revista iberoamericana de educación a distancia, v. 23, n. 2, p. 9–30, 2020. Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=7445242. Visited on: 4 June 2022.

IQBAL, J. et al. The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic. Psychology Research and Behavior Management, v. 14, p. 905–920, June 2021. DOI: 10.2147/PRBM.S316664. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8254613/. Visited on: 4 June 2022.

JADUE, G. Algunos efectos de la ansiedad en el rendimiento escolar. Estudios pedagógicos (Valdivia), n. 27, p. 111–118, 2001. DOI: 10.4067/S0718-07052001000100008. Available from: http://www.scielo.cl/scielo.php?script=sci_abstract&pid=S0718-07052001000100008&lng=es&nrm=iso&tlng=es. Visited on: 4 June 2022.

JOHNS HOPKINS UNIVERSITY. COVID-19 dashboard. Available from: https://coronavirus.jhu.edu/map.html. Visited on: 4 June 2022.

JOSEPH, R. et al. The immediate psychological response of the general population in Saudi Arabia during COVID-19 pandemic: A cross-sectional study. Journal of Infection and Public Health, v. 14, n. 2, p. 276–283, Feb. 2021. DOI: 10.1016/j.jiph.2020.11.017. Available from: https://www.sciencedirect.com/science/article/pii/S1876034120307577. Visited on: 4 June 2022.

KAR, N.; KAR, B.; KAR, S. Stress and coping during COVID-19 pandemic: Result of an online survey. Psychiatry Research, v. 295, p. 113598, Jan. 2021. DOI: 10.1016/j.psychres.2020.113598.

KOŠIR, K. et al. Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic. Educational Studies, p. 1–5, Oct. 2020. DOI: 10.1080/03055698.2020.1833840. Available from: https://www.tandfonline.com/doi/full/10.1080/03055698.2020.1833840. Visited on: 4 June 2022.

LOEWENTHAL, K.; LEWIS, C. A. An Introduction to Psychological Tests and Scales. London: Psychology Press, Nov. 1996.

LUO, P. et al. The Association Between Sociability and COVID-19 Pandemic Stress. Frontiers in Psychology, v. 13, p. 828076, Feb. 2022. DOI: 10.3389/fpsyg.2022.828076. Available from: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.828076/full. Visited on: 4 June 2022.

MAGNUSSON, D. Teoría de los test. Lima: Editorial Trillas, 1978.

MARRERO SÁNCHEZ, O.; MOHAMED AMAR, R.; XIFRA TRIADÚ, J. Habilidades blandas: necesarias para la formación integral del estudiante universitario. Revista Científica Ecociencia, v. 5, p. 1–18, Dec. 2018. DOI: 10.21855/ecociencia.50.144. Available from: http://revistas.ecotec.edu.ec/index.php/ecociencia/article/view/144. Visited on: 4 June 2022.

MAUTONG, H. et al. Assessment of depression, anxiety and stress levels in the Ecuadorian general population during social isolation due to the COVID-19 outbreak: a cross-sectional study. BMC Psychiatry, v. 21, n. 1, p. 212, Apr. 2021. DOI: 10.1186/s12888-021-03214-1. Available from: https://doi.org/10.1186/s12888-021-03214-1. Visited on: 4 June 2022.

MEISHAR-TAL, H.; LEVENBERG, A. In times of trouble: Higher education lecturers’ emotional reaction to online instruction during COVID-19 outbreak. Education and Information Technologies, v. 26, n. 6, p. 7145–7161, Nov. 2021. DOI: 10.1007/s10639-021-10569-1. Available from: https://doi.org/10.1007/s10639-021-10569-1. Visited on: 4 June 2022.

MEZA REVATTA, L. F.; TORRES MIRANDA, J. S.; MAMANI-BENITO, O. Gestión educativa como factor determinante del desempeño de docentes de educación básica regular durante la pandemia Covid-19, Puno-Perú. Apuntes Universitarios, v. 11, n. 1, p. 23–35, Oct. 2020. DOI: 10.17162/au.v11i1.543. Available from: https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/543. Visited on: 4 June 2022.

MINISTERIO DE SANIDAD DE ESPAÑA. Vacuna COVID-19. Estrategia de vacunación COVID-19 en España. 2021. Available from: https://www.sanidad.gob.es/profesionales/saludPublica/ccayes/alertasActual/nCov/vacunaCovid19.htm. Visited on: 4 June 2022.

MONTES-RODRÍGUEZ, A. L. et al. Ruta de la gestión educativa del CIDE ante el contexto COVID-19. Revista Electrónica Educare, v. 24, Extraordinario, p. 26–29, 2020. Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=7538295. Visited on: 4 June 2022.

MORALES RODRÍGUEZ, F. M.; MORALES RODRÍGUEZ, A. M. Diferencias en ansiedad en función del curso en universitarios. Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology., v. 1, n. 1, p. 303–308, Aug. 2021. DOI: 10.17060/ijodaep.2021.n1.v1.2067. Available from: https://revista.infad.eu/index.php/IJODAEP/article/view/2067. Visited on: 4 June 2022.

NEWBUTT, N. et al. The possibility and importance of immersive technologies during COVID-19 for autistic people. Journal of Enabling Technologies, v. 14, n. 3, p. 187–199, Nov. 2020. DOI: 10.1108/JET-07-2020-0028. Available from: https://www.emerald.com/insight/content/doi/10.1108/JET-07-2020-0028/full/html. Visited on: 4 June 2022.

NUNNALLY, J. C. Psychometric Theory, 2nd edition. New York: McGraw-Hill Companies, The, Jan. 1978.

ODRIOZOLA-GONZÁLEZ, P. et al. Psychological symptoms of the outbreak of the COVID-19 confinement in Spain. Journal of Health Psychology, v. 27, n. 4, p. 825–835, Mar. 2020. DOI: 10.1177/1359105320967086. Available from: http://journals.sagepub.com/doi/10.1177/1359105320967086. Visited on: 4 June 2022.

PARDO, H.; COBO, C. Expandir la universidad más allá de la enseñanza remota de emergencia. publisher: Spain: Outliersschool. 2021. Available from: https://eduteka.icesi.edu.co/articulos/outliers-expandir-la-universidad-mas-alla-de-la-ensenhanza-remota. Visited on: 4 June 2022.

PASQUALI, M. Así va la vacunación contra el coronavirus en América Latina. El coronavirus (COVID-19) en América Latina. Madrid: Statista, 2021. Available from: https://es.statista.com/grafico/24335/vacunacion-contra-el-coronavirus-america-latina/. Visited on: 4 June 2022.

PÉREZ ESCODA, A.; LENA-ACEBO, F.; GARCÍA-RUIZ, R. Digital Competences for Smart Learning During COVID-19 in Higher Education Students from Spain and Latin America. Digital Education Review, n. 40, p. 122–140, Dec. 2021. DOI: 10.1344/der.2021.40.122-140. Available from: https://revistes.ub.edu/index.php/der/article/view/33046. Visited on: 4 June 2022.

PÉREZ PÉREZ, C. et al. Service-learning in the Spanish university system: a study based on deans’ perception, 2019. DOI: 10.7203/relieve.25.2.15029. Available from: https://minerva.usc.es/xmlui/handle/10347/21238. Visited on: 4 June 2022.

RAJKUMAR, R. P. COVID-19 and mental health: A review of the existing literature. Asian Journal of Psychiatry, v. 52, p. 102066, Aug. 2020. DOI: 10.1016/j.ajp.2020.102066. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7151415/. Visited on: 4 June 2022.

RUBIO HURTADO, M. J.; BERLANGA SILVENTE, V. Cómo aplicar las pruebas paramétricas bivariadas ’t’ de Student y ANOVA en SPSS : caso práctico. REIRE : revista d’innovació i recerca en educació, 2012. Available from: https://redined.educacion.gob.es/xmlui/handle/11162/15044. Visited on: 4 June 2022.

SÁEZ-DELGADO, F. et al. Caracterización Psicosocial y Salud Mental en Familias de Escolares Chilenos durante el Aislamiento Físico por la Covid-19. Revista Internacional de Educación para la Justicia Social, v. 9, n. 3, p. 281–300, Nov. 2020. DOI: 10.15366/riejs2020.9.3.015. Available from: https://revistas.uam.es/riejs/article/view/riejs2020_9_3_015. Visited on: 4 June 2022.

SALMELA‐ARO, K. et al. Adolescents’ Longitudinal School Engagement and Burnout Before and During COVID‐19—The Role of Socio‐Emotional Skills. Journal of Research on Adolescence, v. 31, n. 3, p. 796–807, Sept. 2021. DOI: 10.1111/jora.12654. Available from: https://onlinelibrary.wiley.com/doi/10.1111/jora.12654. Visited on: 4 June 2022.

SANCHEZ-GOMEZ, M. et al. Inteligencia emocional y ansiedad en adolescentes: una propuesta práctica en el aula. n. 91, p. 5, 2020. Available from: http://repositori.uji.es/xmlui/handle/10234/189065. Visited on: 4 June 2022.

SELYE, H. Stress and the General Adaptation Syndrome. British Medical Journal, v. 1, n. 4667, p. 1383–1392, June 1950. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2038162/. Visited on: 4 June 2022.

SHAH, S. M. A. et al. Prevalence, Psychological Responses and Associated Correlates of Depression, Anxiety and Stress in a Global Population, During the Coronavirus Disease (COVID-19) Pandemic. Community Mental Health Journal, v. 57, n. 1, p. 101–110, Jan. 2021. DOI: 10.1007/s10597-020-00728-y. Available from: https://doi.org/10.1007/s10597-020-00728-y. Visited on: 5 June 2022.

SIERRA, J. C.; ORTEGA, V.; ZUBEIDAT, I. Ansiedad, angustia y estrés: tres conceptos a diferenciar. Revista Mal-estar E Subjetividade, v. 3, n. 1, p. 10–59, 2003. Available from: https://www.redalyc.org/articulo.oa?id=27130102. Visited on: 4 June 2022.

SONUGA‐BARKE, E. J.S. Editorial: ’No pain‐No gain’–Towards the inclusion of mental health costs in balanced” lockdown” decision‐making during health pandemics. Journal of Child Psychology and Psychiatry, v. 62, n. 7, p. 801–804, July 2021. DOI: 10.1111/jcpp.13435. Available from: https://onlinelibrary.wiley.com/doi/10.1111/jcpp.13435. Visited on: 5 June 2022.

TORRES PACHECO, E. Gestión educativa y su relación con la práctica docente en las instituciones educativas emblemáticas de la ciudad de Puno - 2014 - Perú. Comuni@cción, v. 6, n. 1, p. 56–64, Jan. 2015. Available from: http://www.scielo.org.pe/scielo.php?script=sci_abstract&pid=S2219-71682015000100006&lng=es&nrm=iso&tlng=es. Visited on: 5 June 2022.

TURCAZ ROMERO, M.; MENGANA, K. P.; FIALLO, Y. I. Intervención educativa al personal de Enfermería sobre apoyo psicosocial a adolescentes en situaciones de desastre. Revista Información Científica, v. 95, n. 1, p. 73–80, Feb. 2016. Available from: https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=73669. Visited on: 5 June 2022.

TURNA, J. et al. Anxiety, depression and stress during the COVID-19 pandemic: Results from a cross-sectional survey. Journal of Psychiatric Research, v. 137, p. 96–103, May 2021. DOI: 10.1016/j.jpsychires.2021.02.059. Available from: https://www.sciencedirect.com/science/article/pii/S0022395621001370. Visited on: 5 June 2022.

UNESCO. From COVID-19 learning disruption to recovery: A snapshot of UNESCO’s work in education in 2020. United States: UNESCO, 2020.

UNESCO. La UNESCO alerta que 117 millones de alumnos a través del mundo permanecen aún sin escolarizar | UNESCO. 2021. Available from: https://www.unesco.org/es/articles/la-unesco-alerta-que-117-millones-de-alumnos-traves-del-mundo-permanecen-aun-sin. Visited on: 5 June 2022.

UNICEF. The State of the Global Education Crisis: a path to recovery. publisher: United States: World Bank Publications. 2021. Available from: https://www.unicef.org/media/111621/file/%20The%20State%20of%20the%20Global%20Education%20Crisis.pdf%20.pdf. Visited on: 4 June 2022.

UNICEF. COVID:19 Scale of education loss ’nearly insurmountable’, warns UNICEF. 2022. Available from: https://www.unicef.org/press-releases/covid19-scale-education-loss-nearly-insurmountable-warns-unicef. Visited on: 4 June 2022.

URDANIBIA, A. Error de medición. Revista Psicología, v. 28, n. 1, p. 37–55, 2009. Available from: http://saber.ucv.ve/ojs/index.php/rev_ps/article/view/6079. Visited on: 5 June 2022.

VALDEZ ZEPEDA, A.; BORRAYO RODRÍGUEZ, C.; MUÑOZ GUZMÁN, M. Public Relations and Communication in Natural Disasters: The Case of the Earthquake of September 19, 2017 in Mexico. [S.l.], Feb. 2018. DOI: 10.4185/RLCS-2018-1264en. Available from: http://www.revistalatinacs.org/073paper/1264/23en.html. Visited on: 5 June 2022.

VALERO CEDEÑO, N. J. et al. Afrontamiento del COVID-19: estrés, miedo, ansiedad y depresión. Enfermería Investiga, v. 5, n. 3, p. 63, July 2020. DOI: 10.31243/ei.uta.v5i3.913.2020. Available from: https://revistas.uta.edu.ec/erevista/index.php/enfi/article/view/913. Visited on: 5 June 2022.

VALIENTE, C. et al. VIDA-COVID-19 Estudio Nacional Representativo de las Respuestas de los Ciudadanos de España ante la Crisis de Covid-19: Respuestas Psicológicas. Madrid, 2020. Available from: https://www.ucm.es/inventap/file/vida-covid19--informe-ejecutivomalestar3520-final-1/?ver. Visited on: 5 June 2022.

VILLAFUERTE, J. et al. Rol de los docentes ante la crisis del Covid-19, una mirada desde el enfoque humano. REFCalE: Revista Electrónica Formación y Calidad Educativa. ISSN 1390-9010, v. 8, n. 1, p. 134–150, Apr. 2020. Available from: http://refcale.uleam.edu.ec/index.php/refcale/article/view/3214. Visited on: 5 June 2022.

WANG, C. et al. Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China. International Journal of Environmental Research and Public Health, v. 17, n. 5, p. 1729, Jan. 2020. DOI: 10.3390/ijerph17051729. Available from: https://www.mdpi.com/1660-4601/17/5/1729. Visited on: 5 June 2022.

YANG, Y. et al. Mental health services for older adults in China during the COVID-19 outbreak. The Lancet. Psychiatry, v. 7, n. 4, e19, Apr. 2020. DOI: 10.1016/S2215-0366(20)30079-1.