DSpace Repository :: Browsing by Author "Cobo-Rendón, Rubia"

Browsing by Author "Cobo-Rendón, Rubia"

Now showing 1 - 14 of 14

Academic emotions, college adjustment, and dropout intention in university students
(2023) Cobo-Rendón, Rubia; Hojman, Viviana; Cobo Rendón, Ramón
Introduction : In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out. Methods : The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable. Results : Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations. Discussion : Generally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
Application of a program to improve growth mindset, eudaimonic well-being and multidimensional well-being within the framework of teacher professional development
(2023) García-Alvarez, Diego; Soler, María José; Cobo-Rendón, Rubia; Manzano-Sánchez, David
There is a burgeoning interest in enhancing teachers' professional development, as well as their wellbeing and personal resources. This study aimed to assess the effectiveness of a multicomponent intervention grounded in positive psychology to boost growthmindset, eudaimonic wellbeing, and multidimensional wellbeing and reinforce competencies associated with professional teacher training. The study enrolled 92 participants, separated into an experimental group receiving "FODI" intervention and a control group (62% experimental & 38% control), with a mean age of 44.7 (SD=8.6) comprising 75 women and 17 men. The data was collected using a multiple-choice questionnaire assessing the study variables. The analysis of covariance indicates that the intervention significantly enhanced the scores of general and self-growth mindset, eudaimonic wellbeing, PERMA (including self-perceived health), and teacher training in participants compared to the control group. These improvements were statistically significant at p< .05. Interventions based on positive psychology may serve as practical tools for enhancing educational quality through teacher training, personal growth, and professional development.
Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
(2022) Lobos, Karla; Cobo-Rendón, Rubia; Bustos, Claudio; Bruna, Carola; Arias Hidalgo, Nelson
This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.
Engagement, motivación académica y ajuste de estudiantado universitario
(2022) Cobo-Rendón, Rubia; López-Angulo, Yaranay; Sáez-Delgado, Fabiola; Mella-Norambuena, Javier
El ingreso de la juventud a la universidad es un periodo desafiante e importante para su vida, tanto en términos académicos como personales. Se requiere disponer de un conjunto de habilidades que le permitan ajustarse satisfactoriamente a las demandas del nuevo contexto educativo. El ajuste a la vida universitaria se vuelve una variable clave, dado que permite hacer frente a los requisitos de motivación, ejecución y rendimiento propios de la experiencia universitaria en los ámbitos, académicos, sociales, institucionales y personales del estudiantado. Por tanto, es necesario conocer aquellas variables que predicen un adecuado ajuste del estudiantado para proponer intervenciones oportunas de mejora. Objetivo. Evaluar la capacidad predictiva del engagement y la motivación académica en el ajuste de estudiantado universitario. Metodología. Diseño predictivo-transversal, participaron 512 estudiantes de primer año de una universidad tradicional en Chile (hombres= 297; mujeres= 215). Promedio de edad 19 años (DE=1.49). Resultados. Los modelos de regresión propuestos fueron estadísticamente significativos. El engagement fue el mayor predictor del ajuste académico (β =.511; p<.01; r2 =.40), institucional (β=.30; p<.01; r2 =.37), social (β =.29; p<.01; r2 =.15) y personal-emocional (β = .30; p<.01; r2 =.10), seguido de la motivación autónoma. Conclusiones. El engagement académico es relevante no solo en la promoción del rendimiento académico, sino también en los procesos de integración y adaptación del estudiantado en el contexto universitario. Recomendaciones. Para contribuir con el ajuste del estudiantado durante los primeros años, se hace relevante la implementación de estrategias que potencien el engagement académico y la motivación autónoma.
Factors associated with victimization and perpetration of sexual aggression in Chilean university students
(2023) Hernández-Romero, Hebe; Rincon, Paulina; López-Angulo, Yaranay; Cobo-Rendón, Rubia; Siprian Castro-Alzate, Elvis
Introduction: Sexual aggression is a type of violence considered a public health problem that can affect people at any time of their lives. This investigation had three objectives: 1) to know the prevalence of victimization and perpetration of sexual aggression and its subtypes in the Chilean university context, 2) to identify the association of sex on the prevalence of victimization and perpetration of sexual aggression and its subtypes, and 3) to identify the association of alcohol consumption and victim-perpetrator relationship in the subtypes of victimization and perpetration of sexual aggression based on sex. Materials and methods: Descriptive cross-sectional study, with a sample of 1728 students (65.3% women) with a median age of 22 years. Results: 42.6% and 8.3% of the students reported at least one incident of victimization and perpetration of sexual aggression respectively in the last 12 months; an association of sex with the victimization of sexual aggression χ2 (1, N = 1728) = 101,425, p < .001 and its subtypes was identified; no sex association was identified with the perpetration of sexual aggression, but with sexual coercion χ2 (1, N = 1728) = 5,122, p < .05. In the case of alcohol consumption and victim-perpetrator relationship, they were associated with some subtypes of victimization and perpetration of sexual aggression. Conclusion: the findings contribute to the estimation of the magnitude of sexual aggression and associated factors in the university context, which should be explored in depth in order to create preventive programs for victimization and perpetration of sexual aggression.
Lessons learned from the educational experience during COVID-19 from the perspective of latin american university students
(2023) Lobos, Karla; Cobo-Rendón, Rubia; García-Alvarez, Diego; Maldonado-Mahauad, Jorge; Bruna, Carola
The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.
New challenges for higher education: self-regulated learning in blended learning contexts
(2024) Karla Lobos; Cobo-Rendón, Rubia; Bruna, Daniela; Santana, Javiera
Introduction: The study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions. Methods: An inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL. Results: The study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning. Discussion: It is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded
Positive Psychology Applied to Education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
(2022) García-Álvarez, Diego; Soler, María José; Cobo-Rendón, Rubia; Hernández-Lalinde, Juan
: Teaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving psychological well-being, optimism, self-efficacy, and self-esteem as well as at reducing psychological distress in teachers. The study was quasi-experimental and comprised 24 teachers from technical, secondary, and elementary schools in Uruguay. The constructs were measured before and after the program, which was conducted during the COVID-19 pandemic and comprised 12 modules in a multicomponent intervention format. The results indicate a significantly low magnitude increase in well-being (F = 5.36, p = 0.033, Cohen’s d = 0.47) and a moderate increase in self-efficacy (F = 9.14, p = 0.008, Cohen’s d = 0.62). Similarly, a significant decrease was observed in psychological distress of mild effect (F = 5.80, p = 0.028, Cohen’s d = 0.49). To conclude, interventions based on positive psychology improve teachers’ well-being, enhance other psychological resources, and reduce psychosocial risks such as discomfort. Thus, these interventions can be devices for career development and teacher updating.
Positive Psychology Applied to Education in Practicing Teachers during the COVID-19 Pandemic: Personal Resources, Well-Being, and Teacher Training
(2022) García-Álvarez, Diego; Soler, María José; Cobo-Rendón, Rubia; Hernández-Lalinde, Juan
Teaching has often been linked to psychosocial problems, and is an occupation in which the implementation of strategies for the improvement, updating and promotion of the mental health of those involved is essential. Accordingly, this study assessed the effectiveness of a program aimed at improving psychological well-being, optimism, self-efficacy, and self-esteem as well as at reducing psychological distress in teachers. The study was quasi-experimental and comprised 24 teachers from technical, secondary, and elementary schools in Uruguay. The constructs were measured before and after the program, which was conducted during the COVID-19 pandemic and comprised 12 modules in a multicomponent intervention format. The results indicate a significantly low magnitude increase in well-being (F = 5.36, p = 0.033, Cohen’s d = 0.47) and a moderate increase in self-efficacy (F = 9.14, p = 0.008, Cohen’s d = 0.62). Similarly, a significant decrease was observed in psychological distress of mild effect (F = 5.80, p = 0.028, Cohen’s d = 0.49). To conclude, interventions based on positive psychology improve teachers’ well-being, enhance other psychological resources, and reduce psychosocial risks such as discomfort. Thus, these interventions can be devices for career development and teacher updating.
Proceso de diseño de un cuestionario de aprendizaje autorregulado para estudiantes de educación secundaria
(2021) Sáez-Delgado, Fabiola; Lopez-Angulo, Yaranay; Arias-Roa, Nicole; Mella-Norambuena, Javier; Cobo-Rendón, Rubia
Los procesos de autorregulación del aprendizaje están vinculados positivamente con el desempeño académico, el compromiso y éxito escolar. Se necesita diseñar instrumentos para su medición en el contexto educativo latinoamericano. El objetivo de este estudio fue diseñar, validar y analizar la factibilidad de aplicación de un instrumento de autorregulación del aprendizaje para estudiantes de Educación Media en Chile. Se realizaron análisis de acuerdo absoluto de jueces para la validación de contenido, entrevistas cognitivas y aplicaciones piloto para el análisis de la factibilidad del instrumento diseñado. Los resultados mostraron un acuerdo de jueces en relación con los ítems y dimensiones del instrumento, además de cumplir con los criterios de factibilidad para su aplicación. Se concluye que el instrumento es válido y factible de ser aplicado en estudiantes de Educación Media en Chile.
Return to face-to-face classrooms in higher education : students experiences in Chile, Venezuela, and Ecuador
(2023) Lobos, Karla; Cobo-Rendón, Rubia; Sáez, Fabiola; Mella, Javier; Cisternas, Nataly
Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario.
Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario
(2022) Cobo-Rendón, Rubia; Bruna, Carola; Lobos, Karla; Cisternas San Martin, Nataly; Guzman, Esteban
After more than 2 years of the pandemic caused by COVID-19, a gradual return to face- to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.
Teacher professional development, character education, and well-being: multicomponent intervention based on positive psychology
(2023) García Alvarez, Diego; Soler, María José; Cobo-Rendón, Rubia; Hernández-Lalinde, Juan
The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p < 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.
Validez, fiabilidad e invarianza factorial de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios
(2022) García-Álvarez, Diego; Cobo-Rendón, Rubia; Hernández-Lalinde, Juan
El objetivo de la investigación fue evaluar las propiedades psicométricas de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios, así como corroborar la invarianza factorial con respecto al sexo. Participaron un total de 472 estudiantes, todos pertenecientes a una universidad ubicada en Maracaibo, Venezuela. En ambas escalas se probó el ajuste de varios modelos presentados en la literatura, hallando evidencias de validez factorial. Por un lado, la medida de autoeficacia general exhibió índices adecuados en una versión reducida de nueve ítems, mientras que la de autoeficacia académica reportó una adecuación satisfactoria cuando se planteó una estructura abreviada de siete reactivos. La fiabilidad, para ambos cuestionarios, se localizó en el rango comprendido entre valores buenos y excelentes. Por otra parte, el análisis de invarianza mostró que las escalas conservan sus propiedades según sexo, hecho que permite utilizarlas para estimar los factores latentes y realizar contrastes entre personas de ambos sexos. Se concluye que estas escalas son herramientas psicométricas confiables y válidas que pueden ser utilizadas en contextos universitarios para medir constructos como estos, relevantes para el éxito estudiantil.

Browsing by Author "Cobo-Rendón, Rubia"

Results Per Page

Sort Options