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/as

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

Palabras clave:

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

Resumen

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.

Biografía del autor/a

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

Profesor titular de la Facultad de Educación, miembro del grupo de investigación Inclusión socioeducativa e intercultural, Sociedad y Medios (SIMI) y Director del Máster Universitario de Educación Inclusiva e Intercultural de la Universidad 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 y doctora en Comunicación Audiovisual, Publicidad y Relaciones Públicas. Acreditada por ANECA en la figura de Profesor Ayudante Doctor. Posee un máster en Comunicación Corporativa e Institucional.
Carolina Mejía Corredor, EAN University, Bogotá, Colombia

Doctora en Tecnología y Educación, Magíster en Informática Industrial y Automática de la Universidad de Girona en España, Especialista en Telecomunicaciones e Ingeniera de Sistemas de la Universidad Industrial de Santander en Colombia. En la Universidad Ean ha sido Coordinadora del Programa de Maestría en Gerencia de Sistemas de Información y Proyectos Tecnológicos, Directora del Departamento de Sistemas, Directora del Grupo de Investigación en Ambientes de Aprendizaje,y actualmente es Profesor Titular, Gerente de Investigaciones y la Editora de la Revista Virtu@lmente.

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