Evolution of resilience, self-efficacy, and academic engagement in university students during COVID-19
DOI:
https://doi.org/10.29105/innoacad.v1i1.8Keywords:
resilience, academic selfefficacy, academic self-efficacyAbstract
The study analyzes the impact of the COVID-19 pandemic on academic self-efficacy, resilience, and academic engagement in 2,703 university students between 2020 and 2022, using a sequential cohort design with voluntary sampling and online platforms. The instruments used included the Academic Self-Efficacy Scale (EAPESA, α = .934), the Resilience Scale (CD-RISC, α = .925), and the Academic Engagement Scale (UWES-S-9, α = .907). Data were analyzed using the Kruskal-Wallis test and Mann Whitney U post-hoc tests. Results indicate that although academic self-efficacy and engagement decreased during the pandemic, both improved after the transition to hybrid modalities. Resilience, initially low, increased over time, reflecting students’ adaptive capacity. These findings highlight the need to design educational and psychological interventions that promote the overall well being of students in contexts of crisis.
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