Efectos socio emocionales de la pandemia en las comunidades educativas y su influencia en el rendimiento académico de los estudiantes
Socio-emotional effects of the pandemic in educational communities and its influence on the academic performance of students
DOI:
https://doi.org/10.56712/latam.v5i4.2512Palabras clave:
postpandemia, socioemocional, rendimiento académicoResumen
La pandemia de COVID-19 ha tenido profundos efectos socioemocionales en las comunidades educativas de todo el mundo, influyendo significativamente en el rendimiento académico de los estudiantes. Este artículo científico explora los impactos multifacéticos de la pandemia en el bienestar socioemocional y los resultados académicos de los estudiantes. En primer lugar, la pandemia requirió cambios abruptos hacia modalidades de aprendizaje híbrido y remoto, lo que alteró las rutinas educativas y las interacciones sociales tradicionales. Este cambio repentino planteó desafíos a la estabilidad emocional de los estudiantes, lo que provocó mayores niveles de ansiedad, estrés y sentimientos de aislamiento. La falta de redes de apoyo y socialización en persona exacerbó aún más estos problemas, afectando la salud mental y el bienestar general de los estudiantes. En segundo lugar, las disparidades socioeconómicas exacerbadas por la pandemia afectaron de manera desproporcionada a las poblaciones estudiantiles vulnerables. El acceso limitado a la tecnología y la conectividad estable a Internet obstaculizaron su participación en el aprendizaje en línea, ampliando las brechas de rendimiento existentes. Además, las dificultades financieras que experimentaron las familias contribuyeron a aumentar los niveles de estrés entre los estudiantes, lo que afectó su capacidad para concentrarse en las tareas académicas de manera efectiva. Además, el artículo analiza estrategias e intervenciones implementadas por instituciones educativas para mitigar los efectos socioemocionales negativos en los estudiantes. Estos incluyen servicios de asesoramiento virtual, programas de atención plena e iniciativas de extensión comunitaria destinadas a fomentar la resiliencia y apoyar la salud mental.
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Al-Gerafi, M. A., Goswami, S. S., Sahoo, S. K., Kumar, R., Simic, V., Bacanin, N., ... & Lasisi, A. (2024). Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection. The International Journal of Management Education, 22(3), 101018.
Anggadwita, G., Indarti, N., & Ratten, V. (2024). Changes in Indonesian private universities educational practices in the post COVID-19 environment. The International Journal of Management Education, 22(1), 100905.
Ariza, M., Cano, N., Segura, B., Bejar, J., Barrué, C., NAUTILUS Project Collaborative Group., & Garolera, M. (2024). Cognitive and emotional predictors of quality of life and functioning after COVID‐19. Annals of clinical and translational neurology, 11(2), 302-320.
Arreaga, E. M. C., Sarcos, G. T. P., Orellana, A. F. M., Vera, F. Y. G., Carpio, M. L. H., & Escobar, R. M. V. (2024). Impact Of ICT On The Reading And Writing Process In Covid-19 Times. Revista Científica De Salud Y Desarrollo Humano, 5(2), 435-452.
Bisquerra, R., & Pérez, N. (2007). Las competencias emocionales. Educación XX1, 10, 61-82.
Bocanegra, E. (2024). El abordaje de las competencias socioemocionales postpandemia en las instituciones educativas en Colombia. Investigación y postgrado, 39(1), 53-69.
Brooks, A. (2024). Social Emotional Learning Post-Covid-19 and Office Referrals: An Exploratory Case Study (Doctoral dissertation, Franklin University).
Coronel, D. (2024). Competencias Socioemocionales en Entornos Virtuales: Habilidades No Cognitivas y Evaluación en Post Pandemia. Revista Paraguaya de Educación a Distancia (REPED), 5(1), 74-85.
García, A., Ramos, M., & Aguayo, E. (2024). Effects of the Covid-19 lockdown on anxiety and depression in college students: evidence from a Mexican university. Educational Research for Policy and Practice, 23(1), 157-174.
Gupta, A., Aggarwal, V., Sharma, V., & Naved, M. (2024). Education 4.0 and Web 3.0 Technologies Application for enhancement of distance learning management Systems in the Post–COVID-19 ERa. In The Role of Sustainability and Artificial Intelligence in Education Improvement (pp. 66-86). Chapman and Hall/CRC.
Harris, D., Chen, F., Martin, R., Bernhardt, A., Marsicano, C., & Von Hippel, P. (2024). The Effects of the COVID-19 Pandemic on Educational Attainment. RSF: The Russell Sage Foundation Journal of the Social Sciences, 10(1), 152-180.
Jiménez, L. (2024). La educación emocional: una alternativa educativa impostergable tras el retorno a la presencialidad. Uniandes Episteme. Revista digital de Ciencia, Tecnología e Innovación, 11(1), 123-139.
Maheshwari, G., Clarke, S., Nguyen, Q., McClelland, R., & Kunte, M. (2024). Effect of E-leadership on employees’ outcomes in the higher education sector during COVID-19 and beyond: A case study from Vietnam. Educational Management Administration & Leadership, 17411432231222715.
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Moreno, F., & Rojas, N. (2024). Construyendo relaciones en la era Post Pandemia: Desafíos en preescolar. Revista Semilla Científica, (5), 147-155.
Nevo, E. (2024). The effect of the COVID-19 pandemic on low SES kindergarteners’ language abilities. Early Childhood Education Journal, 52(3), 459-469.
Okilwa, N., & Barnett, B. (2024). Dealing with the social-emotional effects of the COVID-19 pandemic: School administrators’ leadership experiences in Texas, USA. Management in Education, 08920206241253431.
Oostdam, R., van Diepen, M., Zijlstra, B., & Fukkink, R. (2024). Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality. European Journal of Psychology of Education, 39(1), 129-149.
Otto, S., Bertel, L., Lyngdorf, N., Markman, A., Andersen, T., & Ryberg, T. (2024). Emerging digital practices supporting student-centered learning environments in higher education: A review of literature and lessons learned from the COVID-19 pandemic. Education and Information Technologies, 29(2), 1673-1696.
Possamai, A., Possamai, A., Corpuz, G., & Greenaway, E. (2024). Got sick of surveys or lack of social capital? An investigation on the effects of the COVID-19 lockdown on institutional surveying. The Australian Educational Researcher, 51(1), 21-39.
Rahman, M., Das, P., Lam, L., Alif, S., Sultana, F., Salehin, M., & Polman, R. (2024). Health and wellbeing of staff working at higher education institutions globally during the post-COVID-19 pandemic period: evidence from a cross-sectional study. BMC Public Health, 24(1), 1848.
Ranta, K., Aalto, T., Heikkinen, T., & Kiviruusu, O. (2024). Social anxiety in Finnish adolescents from 2013 to 2021: Change from pre-COVID-19 to COVID-19 era, and mid-pandemic correlates. Social psychiatry and psychiatric epidemiology, 59(1), 121-136.
Repetto, E., & Pena, M. (2010). Las competencias emocionales como actor de la calidad en la educación. Revisa Iberoamericana sobre calidad, eficacia y cambio en educación, 8(5).
Ribeiro, C., Ramos, P., Bechara, R., de Oliveira, J., de Almeida, E., Miguel, S., & de Oliveira, R. (2024). Health professions’ perspective on emergency remote education. Higher Education, Skills and Work-Based Learning, 14(2), 255-270.
Rugh, R., Humphries, A., Tasnim, N., & Basso, J. (2024). Healing minds, moving bodies: measuring the mental health effects of online dance during the COVID-19 pandemic. Research in Dance Education, 25(2), 137-157.
Swindle, T. (2024). Early care and education after COVID-19: A perspective. Contemporary Issues in Early Childhood, 25(2), 271-275.
UNESCO (2024). Strengthening social and emotional learning in hybrid modes of education: building support for students, teachers, schools and families: a UNESCO-IBE discussion paper. https://unesdoc.unesco.org/ark:/48223/pf0000388830?posInSet=1&queryId=654ba65f-71cd-4f4f-8015-9ac100a4a73f
Won, S., Kapil, M., Drake, B., & Paular, R. (2024). Investigating the role of academic, social, and emotional self-efficacy in online learning. The Journal of Experimental Education, 92(3), 485-501. https://doi.org/10.1186/s12889-024-19365-1
Al-Gerafi, M. A., Goswami, S. S., Sahoo, S. K., Kumar, R., Simic, V., Bacanin, N., ... & Lasisi, A. (2024). Promoting inclusivity in education amid the post-COVID-19 challenges: An interval-valued fuzzy model for pedagogy method selection. The International Journal of Management Education, 22(3), 101018.
Anggadwita, G., Indarti, N., & Ratten, V. (2024). Changes in Indonesian private universities educational practices in the post COVID-19 environment. The International Journal of Management Education, 22(1), 100905.
Ariza, M., Cano, N., Segura, B., Bejar, J., Barrué, C., NAUTILUS Project Collaborative Group., & Garolera, M. (2024). Cognitive and emotional predictors of quality of life and functioning after COVID‐19. Annals of clinical and translational neurology, 11(2), 302-320.
Arreaga, E. M. C., Sarcos, G. T. P., Orellana, A. F. M., Vera, F. Y. G., Carpio, M. L. H., & Escobar, R. M. V. (2024). Impact Of ICT On The Reading And Writing Process In Covid-19 Times. Revista Científica De Salud Y Desarrollo Humano, 5(2), 435-452.
Bisquerra, R., & Pérez, N. (2007). Las competencias emocionales. Educación XX1, 10, 61-82.
Bocanegra, E. (2024). El abordaje de las competencias socioemocionales postpandemia en las instituciones educativas en Colombia. Investigación y postgrado, 39(1), 53-69.
Brooks, A. (2024). Social Emotional Learning Post-Covid-19 and Office Referrals: An Exploratory Case Study (Doctoral dissertation, Franklin University).
Coronel, D. (2024). Competencias Socioemocionales en Entornos Virtuales: Habilidades No Cognitivas y Evaluación en Post Pandemia. Revista Paraguaya de Educación a Distancia (REPED), 5(1), 74-85.
García, A., Ramos, M., & Aguayo, E. (2024). Effects of the Covid-19 lockdown on anxiety and depression in college students: evidence from a Mexican university. Educational Research for Policy and Practice, 23(1), 157-174.
Gupta, A., Aggarwal, V., Sharma, V., & Naved, M. (2024). Education 4.0 and Web 3.0 Technologies Application for enhancement of distance learning management Systems in the Post–COVID-19 ERa. In The Role of Sustainability and Artificial Intelligence in Education Improvement (pp. 66-86). Chapman and Hall/CRC.
Harris, D., Chen, F., Martin, R., Bernhardt, A., Marsicano, C., & Von Hippel, P. (2024). The Effects of the COVID-19 Pandemic on Educational Attainment. RSF: The Russell Sage Foundation Journal of the Social Sciences, 10(1), 152-180.
Jiménez, L. (2024). La educación emocional: una alternativa educativa impostergable tras el retorno a la presencialidad. Uniandes Episteme. Revista digital de Ciencia, Tecnología e Innovación, 11(1), 123-139.
Maheshwari, G., Clarke, S., Nguyen, Q., McClelland, R., & Kunte, M. (2024). Effect of E-leadership on employees’ outcomes in the higher education sector during COVID-19 and beyond: A case study from Vietnam. Educational Management Administration & Leadership, 17411432231222715.
Meng, W., Yu, L., Liu, C., Pan, N., Pang, X., & Zhu, Y. (2024, January). A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period. In Frontiers in Education (Vol. 8, p. 1334153). Frontiers Media SA.
Moreno, F., & Rojas, N. (2024). Construyendo relaciones en la era Post Pandemia: Desafíos en preescolar. Revista Semilla Científica, (5), 147-155.
Nevo, E. (2024). The effect of the COVID-19 pandemic on low SES kindergarteners’ language abilities. Early Childhood Education Journal, 52(3), 459-469.
Okilwa, N., & Barnett, B. (2024). Dealing with the social-emotional effects of the COVID-19 pandemic: School administrators’ leadership experiences in Texas, USA. Management in Education, 08920206241253431.
Oostdam, R., van Diepen, M., Zijlstra, B., & Fukkink, R. (2024). Effects of the COVID-19 school lockdowns on language and math performance of students in elementary schools: implications for educational practice and reducing inequality. European Journal of Psychology of Education, 39(1), 129-149.
Otto, S., Bertel, L., Lyngdorf, N., Markman, A., Andersen, T., & Ryberg, T. (2024). Emerging digital practices supporting student-centered learning environments in higher education: A review of literature and lessons learned from the COVID-19 pandemic. Education and Information Technologies, 29(2), 1673-1696.
Possamai, A., Possamai, A., Corpuz, G., & Greenaway, E. (2024). Got sick of surveys or lack of social capital? An investigation on the effects of the COVID-19 lockdown on institutional surveying. The Australian Educational Researcher, 51(1), 21-39.
Rahman, M., Das, P., Lam, L., Alif, S., Sultana, F., Salehin, M., & Polman, R. (2024). Health and wellbeing of staff working at higher education institutions globally during the post-COVID-19 pandemic period: evidence from a cross-sectional study. BMC Public Health, 24(1), 1848.
Ranta, K., Aalto, T., Heikkinen, T., & Kiviruusu, O. (2024). Social anxiety in Finnish adolescents from 2013 to 2021: Change from pre-COVID-19 to COVID-19 era, and mid-pandemic correlates. Social psychiatry and psychiatric epidemiology, 59(1), 121-136.
Repetto, E., & Pena, M. (2010). Las competencias emocionales como actor de la calidad en la educación. Revisa Iberoamericana sobre calidad, eficacia y cambio en educación, 8(5).
Ribeiro, C., Ramos, P., Bechara, R., de Oliveira, J., de Almeida, E., Miguel, S., & de Oliveira, R. (2024). Health professions’ perspective on emergency remote education. Higher Education, Skills and Work-Based Learning, 14(2), 255-270.
Rugh, R., Humphries, A., Tasnim, N., & Basso, J. (2024). Healing minds, moving bodies: measuring the mental health effects of online dance during the COVID-19 pandemic. Research in Dance Education, 25(2), 137-157.
Swindle, T. (2024). Early care and education after COVID-19: A perspective. Contemporary Issues in Early Childhood, 25(2), 271-275.
UNESCO (2024). Strengthening social and emotional learning in hybrid modes of education: building support for students, teachers, schools and families: a UNESCO-IBE discussion paper. https://unesdoc.unesco.org/ark:/48223/pf0000388830?posInSet=1&queryId=654ba65f-71cd-4f4f-8015-9ac100a4a73f
Won, S., Kapil, M., Drake, B., & Paular, R. (2024). Investigating the role of academic, social, and emotional self-efficacy in online learning. The Journal of Experimental Education, 92(3), 485-501. https://doi.org/10.1186/s12889-024-19365-1
