Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa

Autores:: Castellanos-Páez, Virgelina
Abello-Correa, Rocío
Gutiérrez-Romero, Mario
Ochoa Angrino, Solanlly
Rojas, Tatiana
Taborda Osorio, Hernando

Tipo de recurso:: Article of journal

Fecha de publicación:: 2022

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
title	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
spellingShingle	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa Desarrollo Aprendizaje Educación Rendimiento escolar Pandemia Aprendizaje en línea Development Learning Education School performance Pandemic Online learning Desenvolvimento Aprendizagem Educação Desempenho escolar Aprendizagem on-line
title_short	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
title_full	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
title_fullStr	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
title_full_unstemmed	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
title_sort	Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa
dc.creator.fl_str_mv	Castellanos-Páez, Virgelina Abello-Correa, Rocío Gutiérrez-Romero, Mario Ochoa Angrino, Solanlly Rojas, Tatiana Taborda Osorio, Hernando
dc.contributor.author.spa.fl_str_mv	Castellanos-Páez, Virgelina Abello-Correa, Rocío Gutiérrez-Romero, Mario Ochoa Angrino, Solanlly Rojas, Tatiana Taborda Osorio, Hernando
dc.subject.none.fl_str_mv	Desarrollo Aprendizaje Educación Rendimiento escolar Pandemia Aprendizaje en línea Development Learning Education School performance Pandemic Online learning Desenvolvimento Aprendizagem Educação Desempenho escolar Aprendizagem on-line
topic	Desarrollo Aprendizaje Educación Rendimiento escolar Pandemia Aprendizaje en línea Development Learning Education School performance Pandemic Online learning Desenvolvimento Aprendizagem Educação Desempenho escolar Aprendizagem on-line
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-03-08 15:31:21 2026-04-16T17:40:35Z
dc.date.available.none.fl_str_mv	2022-03-08 15:31:21
dc.date.issued.none.fl_str_mv	2022-03-08
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Abadía, L, Gómez, S., & Cifuentes, J. (2021). Gone with the pandemic: effects of COVID-19 on academic performance in Colombia. Universitas Económica, 21(4), 1-38. https://drive.google.com/file/d/1LAwxYvLNVJftYzio7bbFNrDcrAOe8iWJ/view Almas, A., Degnan, K., Nelson, C., Zeanah, C., & Fox, N. (2016). IQ at age 12 following a history of institutional care: Findings from the Bucharest Early Intervention Project. Developmental Psychology, 52(11), 1858-1866. https://doi.org/10.1037/dev0000167 Bera, L., Souchon, M., Ladsous, A., Colin, V., & Lopez-Castroman, J. (2022). Emotional and behavioral impact of the COVID-19 epidemic in adolescents. Curr Psychiatry Rep, 24, 37–46. https://doi.org/10.1007/s11920-022-01313-8 Bick, J., Zeanah, C., Fox., N., & Nelson, C. (2018). Memory and executive functioning in 12-year-old children with a history of institutional rearing. Child Development, 89(2), 495-508. https://doi.org/10.1111/cdev.12952 Biwer, F., Wiradhany, W., Oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & De Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in Psychology, 12, 642593. https://doi.org/10.3389/fpsyg.2021.64259 Blume, F., Schmidt, A., Dirk, J., & Schmiedek, F. (en prensa). Day-to-day fluctuations in students’ academic success: The role of self-regulation, working memory, and achievement goals. PsyArXiv. https://psyarxiv.com/nax75/ Blume, F., Schmidt, A., Kramer, A., Schmiedek, F., & Neubauer, A. (2021). Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation. Zeitschrift für Erziehungswissenschaft, 24, 367-391. https://doi.org/10.1007/s11618-021-01011-w Bonal, X., & González, S. (2021). Educación formal e informal en confinamiento: una creciente desigualdad de oportunidades de aprendizaje. Revista de Sociología de la Educación, 14(1), 44-62. http://dx.doi.org/10.7203/RASE.14.1.18177 Brooks, S., Webster, R., Smith, L., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8 Chi, X., Liang, K., Chen, S., Huang, Q., Huang, L., Yu, Q., Jiao, C., Guo, T., Stubbs, B., Hossain, M., Yeung, A., Kong, Z., & Zou, L. (2021). Mental health problems among Chinese adolescents during the COVID-19: The importance of nutrition and physical activity. International Journal of Clinical and Health Psychology, 21(3), 100218. https://doi.org/10.1016/j.ijchp.2020.100218 Clark, A., Nong, H., Zhu, H., & Zhu, R. (2021). Compensating for academic loss: Online learning and student performance during the Covid-19 pandemic. China Economic Review, 68, 101629. https://doi.org/10.1016/j.chieco.2021.101629 Dalton, L., Rapa, E., & Stein, A. (2020). Protecting the psychological health of children through effective communication about COVID-19. The Lancet Child & Adolescent Health, 4(5), 346-347. https://doi.org/10.1016/S2352-4642(20)30097-3 DANE. (2019a). Boletín Técnico. Indicadores básicos de tenencia y uso de Tecnologías de la Información y Comunicación – TIC en hogares y personas de 5 y más años de edad. https://www.dane.gov.co/files/investigaciones/boletines/tic/bol_tic_hogares_departamental_2018.pdf DANE. (2019b). Boletín Técnico. Educación Formal (EDUC) https://www.dane.gov.co/files/investigaciones/boletines/educacion/bol_EDUC_18.pdf Davies, C., Hendry, A., Gibson, S., Gliga, T., McGillion, M., & Gonzalez‐Gomez, N. (2021). Early childhood education and care (ECEC) during COVID‐19 boosts growth in language and executive function. Infant and Child Development, 30(4), e2241. https://doi.org/10.1002/icd.2241 Deoni, S., Beauchemin, J., Volpe, A., D’Sa, V., & Resonance Consortium. (2021). Impact of the COVID-19 Pandemic on early child cognitive development: initial findings in a longitudinal observational study of child health. MedRxiv. https://doi.org/10.1101/2021.08.10.21261846 Duckworth, A., Taxer, J., Eskreis-Winkler, L., Galla, B., & Gross, J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70(1), 373-399. https://doi.org/10.1146/annurev-psych-010418-103230 Dynia, J., Dore, R., Bates, R., & Justice, L. (2021). Media exposure and language for toddlers from low-income homes. Infant Behavior and Development, 63, 101542. https://doi.org/10.1016/j.infbeh.2021.101542 Engzell, P., Frey, A., & Verhagen, M. (2021). Learning loss due to school closures during the COVID-19 pandemic. PNAS, 118(17) e2022376118. https://doi.org/10.1073/pnas.2022376118 Flórez, J., & Gutiérrez, C. (2017). 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Emerging Trends in Education, 3(6), 70-93. https://doi.org/10.19136/etie.a3n6.4104 Jang, S, & Lee, H. (2021). Changes in Core Competencies among Korean University Students Due to Remote Learning during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(14), 7476. https://doi.org/10.3390/ijerph18147476. Kartushina, N., Mani, N., Aktan-Erciyes, A., Alaslani, K., Aldrich, N., Almohammadi, A., Alroqi, H., Anderson, L., Andonova, E., Aussems, S., Babineau, M., Barokova, M., Bergmann, C., Cashon, C., Custode, S., Carvalho de, A., Dimitrova, N., Dynak, A., Farah., R… Mayor, J. (2021). COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters. PsyArXiv. https://doi.org/10.31234/osf.io/5ejwu Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549-565. https://doi.org /10.3102/0013189X20965918. Lavigne-Cerván, R., Costa-López, B., Juárez-Ruiz de Mier, R., Real-Fernández, M., Sánchez-Muñoz, M., & Navarro-Soria, I. (2021). Consequences of COVID-19 confinement on anxiety, sleep and executive functions of children and adolescents in Spain. Frontiers in Psychology, 12, 565516. https://doi.org/10.3389/fpsyg.2021.565516 Li, X., Wu, H., Meng, F., Li, L., Wang, Y., & Zhou, M. (2020). Relations of COVID-19-related stressors and social support to Chinese college students’ psychological response during the COVID-19 epidemic. Frontiers in Psychiatry, 11, 1084. https://doi.org/10.3389/fpsyt.2020.551315 Lichand, G., Dória, C., Leal, O., & Cossi, J. (2021). The impacts of remote learning in secondary education: Evidence from Brazil during the pandemic. IDB. http://dx.doi.org/10.18235/0003344 Masland, L. (2021). Resilient pedagogy and self-determination theory: Unlocking student engagement in uncertain times. En T. Thurston, K. Lundstrom, & C. González (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 13-36). Utah State University. https://doi.org/10.26079/a516-fb24 Ministerio de Salud y Protección Social. (2020). Resolución 385 del 12 de marzo del 2020: Declaración de la emergencia sanitaria por causa del coronavirus. https://coronaviruscolombia.gov.co/COVID-19/decretos.html Montenegro, S., Raya, E., & Navaridas, F. (2020). Percepciones docentes sobre los efectos de la brecha digital en la educación básica durante el covid-19. Revista Internacional de Educación para la Justicia Social, 9(3), 317-333. https://doi.org/10.15366/riejs2020.9.3.017 National Child Traumatic Stress Network Complex Trauma. (2020). Complex trauma. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma Navarro-Soria, I., Real-Fernández, M., Juárez-Ruiz, R., Costa-López, B., Sánchez, M., & Lavigne, R. (2021). Consequences of confinement due to COVID-19 in Spain on anxiety, sleep and executive functioning of children and adolescents with ADHD. Sustainability, 13(5), 2487. https://doi.org/10.3390/su13052487 Noble, K., & Giebler, M. (2020). The neuroscience of socioeconomic inequality. Current Opinion in Behavioral Science, 36, 23-28. https://doi.org/10.1016/j.cobeha.2020.05.007 Noble, K., Houston, S., Kan, E., & Sowell, E. (2012). Neural correlates of socioeconomic status in the developing human brain. Developmental Science, 15(4), 516-527. https://doi.org/10.1111/j.1467-7687.2012.01147.x Ochoa-Angrino, S., Rojas-Ospina, T., & Tovar, A. (2021, octubre 21-22). Autonomía y apoyo pedagógico durante el confinamiento por COVID-19 en maestras de primaria. En D. de Castro (Moderador), Uso de las tecnologías digitales con propósitos educativos en ambientes formales e informales [Simposio de Psicología]. Congreso Colombiano de Psicología. OECD. (2020). Education at a Glance 2020: OECD Indicators. 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(2021) Loss of childcare and classroom teaching during the COVID-19-related lockdown in spring 2020: A longitudinal study on consequences on leisure behavior and schoolwork at home. Plos One, 16(3), e0247949. https://doi.org/10.1371/journal.pone.024794 Read, K., Gaffney, G., Chen, A., & Imran, A. (2021). The Impact of COVID-19 on Families’ Home Literacy Practices with Young Children. Early Childhood Education Journal. https://psyarxiv.com/dvcqm/download?format=pdf Rojas-Ospina, T., Ochoa-Angrino, S., & Tovar, A. (2021). Proyecto de investigación: La promoción de la autonomía, el apoyo pedagógico y su relación con el compromiso y desempeño académico de los estudiantes. Informe técnico final. Pontificia Universidad Javeriana Cali. Sánchez-Cruzado, C., Santiago, R., & Sánchez-Compaña, M. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13, 1858. https://doi.org/10.3390/su13041858 Satcher, D., & Kenned, P. (2020). Failure to address coronavirus mental health issues will prolong impact. https://thehill.com/opinion/healthcare/488370-failure-to-address-coronavirus-mental-health-issues-will-prolong-impact. Schunk, D., & Zimmerman, B. (1994). Self-regulation of learning and performance: issues and educational applications. Lawrence Erlbaum Associates. Sheng, L., Wang, D., Walsh, C., Heisler, L., Li, X., & Su, P. (2021). The bilingual home language boost through the lens of the COVID-19 pandemic. Frontiers in Psychology, 12, 667836. https://doi.org/10.3389/fpsyg.2021.667836 Taborda-Osorio, H., Otálora-Sevilla, Y., & Gutiérrez-Romero, M. (2020). Proyecto de Investigación: Innovación en intervención educativa para el desarrollo del pensamiento matemático en la primera infancia. Informe de avance. Pontificia Universidad Javeriana Bogotá. Unesco. (2020). Adverse consequences of school closures. https://es.unesco.org/node/320395 Valencia-Molina, T., Serna-Collazos, A., Ochoa-Angrino, S., Caicedo-Tamayo, A., Montes-González, J., & Chávez-Vescance, J. (2017). Competencias y estándares TIC desde la dimensión pedagógica. Una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente. https://books.google.com.co/books/about?id=rcSWDwAAQBAJ&redir_esc=y
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spelling	Castellanos-Páez, VirgelinaAbello-Correa, RocíoGutiérrez-Romero, MarioOchoa Angrino, SolanllyRojas, TatianaTaborda Osorio, Hernando2022-03-08 15:31:212026-04-16T17:40:35Z2022-03-08 15:31:212022-03-082216-0159https://repositorio.uptc.edu.co/handle/001/2125410.19053/22160159.v13.n34.2022.145322462-8603https://doi.org/10.19053/22160159.v13.n34.2022.14532text/xmlapplication/pdftext/htmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaVirgelina Castellanos-Páez, Rocío Abello-Correa, Mario Fernando Gutiérrez-Romero, Solanlly Ochoa-Angrino, Tatiana Rojas Ospina , Hernando Taborda-Osorio - 2022http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/14532DesarrolloAprendizajeEducaciónRendimiento escolarPandemiaAprendizaje en líneaDevelopmentLearningEducationSchool performancePandemicOnline learningDesenvolvimentoAprendizagemEducaçãoDesempenho escolarAprendizagem on-lineImpacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Abadía, L, Gómez, S., & Cifuentes, J. (2021). Gone with the pandemic: effects of COVID-19 on academic performance in Colombia. Universitas Económica, 21(4), 1-38. https://drive.google.com/file/d/1LAwxYvLNVJftYzio7bbFNrDcrAOe8iWJ/viewAlmas, A., Degnan, K., Nelson, C., Zeanah, C., & Fox, N. (2016). IQ at age 12 following a history of institutional care: Findings from the Bucharest Early Intervention Project. Developmental Psychology, 52(11), 1858-1866. https://doi.org/10.1037/dev0000167Bera, L., Souchon, M., Ladsous, A., Colin, V., & Lopez-Castroman, J. (2022). Emotional and behavioral impact of the COVID-19 epidemic in adolescents. Curr Psychiatry Rep, 24, 37–46. https://doi.org/10.1007/s11920-022-01313-8Bick, J., Zeanah, C., Fox., N., & Nelson, C. (2018). Memory and executive functioning in 12-year-old children with a history of institutional rearing. Child Development, 89(2), 495-508. https://doi.org/10.1111/cdev.12952Biwer, F., Wiradhany, W., Oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & De Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in Psychology, 12, 642593. https://doi.org/10.3389/fpsyg.2021.64259Blume, F., Schmidt, A., Dirk, J., & Schmiedek, F. (en prensa). Day-to-day fluctuations in students’ academic success: The role of self-regulation, working memory, and achievement goals. PsyArXiv. https://psyarxiv.com/nax75/Blume, F., Schmidt, A., Kramer, A., Schmiedek, F., & Neubauer, A. (2021). Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation. Zeitschrift für Erziehungswissenschaft, 24, 367-391. https://doi.org/10.1007/s11618-021-01011-wBonal, X., & González, S. (2021). Educación formal e informal en confinamiento: una creciente desigualdad de oportunidades de aprendizaje. Revista de Sociología de la Educación, 14(1), 44-62. http://dx.doi.org/10.7203/RASE.14.1.18177Brooks, S., Webster, R., Smith, L., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8Chi, X., Liang, K., Chen, S., Huang, Q., Huang, L., Yu, Q., Jiao, C., Guo, T., Stubbs, B., Hossain, M., Yeung, A., Kong, Z., & Zou, L. (2021). Mental health problems among Chinese adolescents during the COVID-19: The importance of nutrition and physical activity. International Journal of Clinical and Health Psychology, 21(3), 100218. https://doi.org/10.1016/j.ijchp.2020.100218Clark, A., Nong, H., Zhu, H., & Zhu, R. (2021). Compensating for academic loss: Online learning and student performance during the Covid-19 pandemic. 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Una perspectiva desde los niveles de apropiación de las TIC en la práctica educativa docente. https://books.google.com.co/books/about?id=rcSWDwAAQBAJ&redir_esc=ye1453234e1453213Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14532/12824https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14532/12111https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14532/12112https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/14532/12230Núm. 34 , Año 2022 : Investigación y pedagogíaPublicationOREORE.xmltext/xml2881https://repositorio.uptc.edu.co/bitstreams/b24f74e3-3793-427a-8fbb-61a6b6687af1/downloadf5c086ba8f372a3503dba3e6dab67938MD51falseAnonymousREAD001/21254oai:repositorio.uptc.edu.co:001/212542026-10-29 13:34:46.195http://creativecommons.org/licenses/by-nc/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Impacto de la pandemia en el aprendizaje: reflexiones desde la psicología educativa

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