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

Authors

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

Keywords:

Higher education, Management, Students, Anxiety, COVID-19

Abstract

The COVID-19 pandemic has caused uncertainty and instability in the population regarding the capacity of institutions to manage and mitigate its impact. In such an emergency, it is possible to ask how higher education institutions have dealt with this situation and what elements of institutional management have had the most significant influence in controlling stress and academic anxiety. The study aims to measure the level of academic anxiety among university students in Ibero-America since March 2020 due to the COVID-19 pandemic. It also seeks to identify the associated variables; some linked to the digital sphere, which affect the perception of the evaluation made by these students of the institutional management carried out by higher education institutions in Ibero-America. This article provides the quantitative research results that collected data using an anonymous online survey conducted from April 6 to April 24, 2020, in some higher education universities in Ibero-America, including 523 students surveyed. The data analysis is based only on the survey respondents' answers registered in institutions in six Ibero-American countries. The results identify psycho-social variables associated with the level of academic anxiety students perceive. They also point to the need for higher education institutions in Ibero-America to review their management models so as to guarantee their educational communities (e.g., students). This support consists of reinforcing soft skills that increase the capacity to transform the educational model.

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Author Biographies

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

Tenured lecturer at the Faculty of Education, member of the SIMI research group and Director of the University Master's Degree in Inclusive and Intercultural Education at the International University of La Rioja (UNIR).

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

Sociologist and PhD in Audiovisual Communication, Advertising and Public Relations. She is accredited by ANECA in the figure of Assistant Professor Doctor. She has a master's degree in Corporate and Institutional Communication.

Carolina Mejía Corredor, EAN University, Bogotá, Colombia

PhD in Technology and Education, Master in Industrial and Automatic Computing from the University of Girona in Spain, Specialist in Telecommunications and Systems Engineer from the Industrial University of Santander in Colombia. At Ean University, she has been the Coordinator of the Master's Program in Management of Information Systems and Technological Projects, Director of the Department of Systems, Director of the Research Group on Learning Environments, and is currently Professor, Research Manager and Editor of Virtu@lmente Magazine.

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