A longitudinal study: Affective wellbeing, psychological wellbeing, self-efficacy and academic performance among first-year undergraduate students.

Students' mental health have a greatest impact on wellbeing and academic performance, also is often affected adaptation to the university life. This study examines the proportion of students with a positive and negative affect balance, and the relationship between affective wellbeing and academic self-efficacy and performance. It also analyzes how psychological wellbeing and academic self-efficacy predict affective wellbeing and academic performance. In a sample of 200 undergraduate students (M = 19.07 years), it was found that positive affect decreased and negative affect increased during the second academic year. The majority had a positive affect balance (AB). Psychological wellbeing predicts positive emotions and its achievement dimension predicts academic performance. 53% of participating students maintained a positive AB, 14% maintained a negative AB and 21% went from a negative to a positive AB one. The change from a positive to a negative AB (10%) is associated with an increase in psychological wellbeing, suggesting a process of post-stress growth in relation to the challenges of university life.

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela.

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R 2-Cox = 0.25, R 2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R 2-Cox = 0.09, R 2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R 2-Cox = 0.32, R 2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R 2-Cox = 0.17, R 2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R 2-Cox = 0.52, R 2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students.

Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%). In addition, 48.5% (n = 1,000) of students stated beliefs of "medium" academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students.

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students' responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic.

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students.

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire "MSPSS" was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students' social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.

Systematic review for the definition and measurement of self-efficacy in university students / Revisión sistemática sobre autoeficacia en universitarios: conceptualización y medición

Abstract The objectives of this review were: (1) to identify literature published within the last years on self-efficacy in university students; (2) describe and evaluate the employed definitions and measurements; and (3) establish the methodological coherency between the stated definitions and employed measurement scales within the respectively described domains in higher education. A systematic revision was conducted for articles published between 2007 and 2019. Empirical studies on self-efficacy in university students were included. A total of 66 articles were included. Most of the selected literature defined and measured specific domains of self-efficacy in university students. The reviewed authors defined "self-efficacy" as a set of beliefs connected to specific domains of functioning. Most of the studies presented coherency between the research objective and definition/measurement of self-efficacy. Nevertheless, a notable percentage of the studies lacked coherency, which underscored the need for further refinement and improvement in this area.

Resumen Existe controversia respecto a las definiciones generales y específicas de la autoeficacia. Por otra parte, las definiciones y los instrumentos de medida son indicadores fundamentales de la rigurosidad metodológica de una investigación y de la validez de sus resultados. Al considerar estos elementos, los objetivos de esta revisión fueron los siguientes: (1) identificar la literatura publicada entre 2007 y 2019 sobre la autoeficacia en estudiantes universitarios; (2) describir y evaluar las definiciones y los instrumentos de medida empleados; y (3) estimar la coherencia metodológica entre las definiciones explicitadas y las escalas de medición empleadas para los respectivos dominios en la educación superior. Los datos obtenidos contribuirán a definir con precisión el concepto de "autoeficacia" de acuerdo al objetivo del estudio que se pretenda realizar; fundamentar el requisito de emplear escalas de medición coherentes con los dominios específicos que se estén investigando y, por último, medir y analizar la autoeficacia percibida en dominios determinados. Se tuvo en cuenta la importancia de la noción de autoeficacia en modelos actuales de investigación, se considera que este artículo representa un aporte modesto pero sustantivo al tema. El método utilizado fue el de una revisión sistemática de artículos publicados entre 2007 y 2019 e indexados en Web of Science, SciELO o Scopus. Se incluyeron estudios empíricos sobre autoeficacia en estudiantes universitarios. Se incluyó un total de 66 artículos sobre autoeficacia en el contexto de la educación superior, de los cuales 18 emplearon una definición general y 48, dominios específicos definidos dentro de cinco áreas. De las 52 escalas de medición utilizadas, 44 aludían a dominios específicos de autoeficacia, mientras que ocho eran mediciones generales. En cuanto a la coherencia, el 31.81 % de los artículos (n = 21) presentaron una coherencia moderada entre el objetivo del estudio y la definición empleada. Además, el 18.18 % (n = 12) no presentó coherencia entre el objetivo del estudio y el instrumento de medida empleado. De esta forma, se concluyó que la mayor parte de la literatura seleccionada definió y midió dominios específicos de autoeficacia en estudiantes universitarios. Los autores revisados definieron la autoeficacia como un conjunto de creencias conectadas a dominios específicos de funcionamiento. La mayoría de los estudios presentaron coherencia entre el objetivo de la investigación, la definición y la medición de la autoeficacia. Sin embargo, un porcentaje notable de los estudios carecía de esta coherencia: más del 9 % presentaron inconsistencias entre el objetivo de la investigación y la definición de autoeficacia empleada, mientras que el 18 % evidenció incoherencia entre el objetivo de la investigación y la escala de medición empleada. Estas incoherencias disminuyen la claridad del diseño metodológico, limitan el alcance de sus resultados y la replicabilidad de la respectiva investigación. Esto, a su vez, puede impactar negativamente en el diseño de programas e iniciativas de intervención relacionados con la autoeficacia en estudiantes universitarios. Además, aunque se proporcionaron muchas definiciones específicas de contexto para la autoeficacia en estudiantes de pregrado, algunos estudios la definieron y midieron, únicamente, en un sentido general. En cuanto a los instrumentos de medición, se presentaron numerosas escalas para medir formas de autoeficacia específicas. Adicionalmente, algunos estudios buscaron medir la autoeficacia, pero luego emplearon medidas no diseñadas para este fin. Esta información obliga a enfatizar la necesidad de un mayor refinamiento y mejora metodológica en esta área. Para medir de forma válida la autoeficacia en estudiantes, se requiere conceptualizar el dominio específico y consistentemente medirlo con un instrumento coherente con este dominio.

Propiedades psicométricas del PERMA-Profiler para la medición del bienestar en una muestra de estudiantes universitarios chilenos / Psychometric Properties of the PERMA-Profiler for the Measurement of Wellbeing in a Sample of Chilean University Students / Propriedades psicométricas do PERMA-Profiler para a medição do bem-estar em uma amostra de estudantes universitários chilenos

Resumen Introduction: en términos científicos y sociales, la investigación del bienestar ha sido relevante en los últimos años, lo que hace necesario investigar sobre las propiedades psicométricas de los cuestionarios que se utilizan para su medición. El objetivo de este trabajo fue estimar las propiedades psicométricas del cuestionario PERMA-Profiler en una muestra de estudiantes universitarios chilenos. Materialesy métodos: se evaluaron las respuestas de 1462 estudiantes universitarios de una universidad tradicional ubicada al sur de Chile, con una edad media de 19.09 años (DE=1.72). Se realizó un análisis factorial confirmatorio, se evaluaron las correlaciones dimensión/total del cuestionario e índices de consistencia interna. Resultados: el análisis factorial reporta la presencia de cinco factores. Se presentaron niveles de correlación moderada, positiva y significativa entre las dimensiones del PERMA-Profiler. Los índices de consistencia de la escala total y de la mayoría de las dimensiones se ubicaron entre α=.65 a .91 y de ω=.66 a .92, a excepción de la dimensión de compromiso. Conclusion: se confirman los cinco factores propuestos en la teoría y un adecuado nivel de correlación entre sus dimensiones y de fiabilidad del cuestionario. El PERMA-Profiler puede ser empleado para la medición de la salud mental de los estudiantes y como una herramienta válida para la evaluación de intervenciones en este contexto.

Abstract Introduction: In scientific and social terms, well-being research has been relevant in recent years, which makes it necessary to investigate the psychometric properties of the questionnaires used for its measurement. The objective of this work was to estimate the psychometric properties of the PERMA-Profiler questionnaire in a sample of Chilean university students. Materials and methods: The responses of 1462 university students from a traditional university located in southern Chile were evaluated, with an average age of 19.09 years (SD = 1.72). A confirmatory factor analysis was performed, and the dimension/ total correlations of the questionnaire and internal consistency indices were evaluated. Results: The factor analysis reports the presence of five factors. There were levels of moderate, positive, and significant correlation between the dimensions of the PERMA-Profiler. The consistency indices of the total scale and most of the dimensions were between α = .65 to .91 and from to ω = .66 to .92, with the exception of the commitment dimension. Conclusion: The five factors proposed in theory were confirmed: an adequate level of correlation between its dimensions and the questionnaire's reliability. The PERMA-Profiler can be used to measure students' mental health and as a valid tool for evaluating interventions in this context.

Resumo Introdução: em termos científicos e sociais a pesquisa do bem-estar tem disso relevante nos últimos años, o que faz necessário a pesquisa sobre as propriedades psicométricas dos questionários que se utilizam para sua medição. O objetivo deste trabalho foi estimar as propriedades psicométricas do questionário PERMA-Profiler em uma amostra de estudantes universitários chilenos. Materiais e métodos: avaliaram-se as respostas de 1462 estudantes universitários de uma universidade tradicional localizada no sul do Chile, com idade média de 19.09 años (DE=1.72). Realizou-se uma análise fatorial confirmatória, avaliaram-se as correlações dimensão/total do questionário e índices de consistência interna. Resultados: a análise fatorial reporta a presença de cinco fatores. Se apresentaram níveis de correlação moderada, positiva e significativa entre as dimensões do PERMA-Profiler. Os índices de consistência da escala total e da maioria das dimensões localizaram-se entre α =.65 a .91 y de ω=.66 a .92, com exceção da dimensão de compromisso. Conclusão: confirmam-se os cinco fatores propostos na teoria, um adequado nível de correlação entre suas dimensões e de fiabilidade do questionário. O PERMA-Profiler pode ser empregado para a medição de saúde mental dos estudantes e como uma ferramenta válida para a avaliação de intervenções neste contexto.

Validación del cuestionario de hábitos de vida (LIFE-H) para evaluar la participación de niños/as y jóvenes con Parálisis Cerebral en Chile / Validation of Life Habits Assessment Questionnaire (LIFE-H) to assess participation of children and young people with Cerebral Palsy in Chile

Resumen La participación es un derecho humano que debe ser garantizado. No obstante, variadas restricciones físicas y sociales dificultan el involucramiento de las personas con condiciones neurológicas en su comunidad. Muchos países de Latinoamérica no cuentan con instrumentos validados que permitan analizar la participación de estos grupos. Por esta razón, a través de un diseño instrumental esta investigación evalúa las propiedades psicométricas del cuestionario de hábitos de vida (LIFE-H) en una muestra de 123 personas con parálisis cerebral entre 9 y 21 años (M = 14.14; DE=2.89). Se detectaron adecuados índices de consistencia interna. No se replicó la estructura de dos dimensiones mediante análisis factorial confirmatorio. Sin embargo, el análisis factorial exploratorio de los datos evidenció un factor general que explicó el 69.55 % de la varianza. Se concluye que el LIFE-H es un instrumento idóneo para el estudio de la participación como un constructo global en esta población.

Abstract Participation is a human right that must be guaranteed. However, various physical and social restrictions make it difficult for people with neurological conditions to participate in their community. Many Latin American countries do not have validated instruments to analyze the participation of these groups. The present investigation used an instrumental design to evaluate the psychometric properties of the Life Habits Assessment Questionnaire (LIFE-H) in a sample of 123 people with cerebral palsy between 9 and 21 years old (M = 14.14; DE=2.89). Adequate internal consistency indices were detected. The two-dimensional structure proposed by the authors was not replicated through confirmatory factor analysis. However, the exploratory factor analysis of the data evidenced a general factor that explained 69.55 % of the variance. It is concluded that LIFE-H is an ideal instrument for the study of participation as a global construct in this population.