Resilience and Virtual Learning in University Students During the COVID-19 Pandemic

Aliaga E.C.Z.; Llanos G.S.J.; Rivera C.M.C.S.; Rojas B.M.L.; Gómez W.P.; Vento L.I.C. · Revista Cubana de Investigaciones Biomedicas (2024)

Resumen

Introduction: The COVID-19 pandemic brought significant challenges to the educational field, affecting both academic performance and the mental health of students. Objective: To analyze the impact of resilience on virtual learning and the overall health of university students during the COVID-19 pandemic. Methods: A non-experimental quantitative approach was employed with a census sample of 748 undergraduate students from the National University Enrique Guzmán y Valle. Two instruments were applied: the Academic Resilience Scale (ARS-30), consisting of 30 items, and the Virtual Learning Scale, with 29 items, both evaluated on a 5-point Likert scale. The data were statistically analyzed using SPSS V.29 to identify the relationship between resilience and virtual learning, as well as its impact on students' overall health. Results: 21% of the variability in virtual learning can be explained by academic resilience. The predictive model showed a significant improvement in fit with a Chisquare value (p < 0.001). Self-efficacy and emotional skills also demonstrated a positive and significant impact on academic performance and overall health, benefiting students' mental and emotional health. Conclusions: Academic resilience, self-efficacy, and emotional skills are key factors not only in virtual learning but also in students' overall health. Promoting these capacities can enhance both academic performance and psychological and emotional well-being in challenging educational contexts such as the pandemic.

Instituciones: Universidad Científica del Sur; Universidad Nacional de Educación Enrique Guzmán y Valle