Identification of Social and Affective Aspects of Socio-Affective Competence Resilience of Students in Higher Education in a Virtual Learning Environment
DOI:
https://doi.org/10.18264/eadf.v14i1.2269Keywords:
Resilience, Socio-affective competences, Higher education, Virtual learning environmentAbstract
The aim of this paper is to identify the social and affective aspects of the socio-affective competence resilience of higher education students in a virtual learning environment. Adapting to new environments and emotional and social demands make evident the need for students to construct socio-affective competences in the face of academic adversities. However, it is essential to investigate what are the social and affective aspects that can impact on construction of student resilience. To achieve this purpose, an assessment was conducted with experts in socio-affective competences, covering 119 items from seven scales and questionnaires of resilience, along with an elements set of knowledge, skills and attitudes with this competence. Thus, the findings revealed the importance of affective and social aspects: confidence, effort, excited, enthusiasm, interest, serenity, accomplishment, hope, satisfied, pride, openness, independence and collaboration. Therefore, these results provide a comprehensive view of the aspects that can influence the construction of socio-affective competence, particularly resilience, emphasizing the interconnection of these indicators and their importance for students to face the adversities arising from the relationships established in the virtual learning environment.
Keywords: Higher education. Virtual learning environment. Socio-affective competences. Resilience.
Downloads
References
AKAZAKI, J. M. et al. Criação de funcionalidades no ROODA: um foco nos aspectos socioafetivos em ambientes virtuais de aprendizagem. Anais do VIII Workshop de Desafios da Computação Aplicada à Educação, p. 37-39, 2019.
ANG, W. H. D. et al. The role of resilience in higher education: A meta-ethnographic analysis of students' experiences. Journal of Professional Nursing, v. 37, n. 6, p. 1092-1109, 2021.
ASSI, E.; RASHTCHI, M. Virtual classes during COVID-19 pandemic: Focus on university students’ affection, perceptions, and problems in the light of resiliency and self-image. Asian-Pacific Journal of Second and Foreign Language Education, v. 7, n. 1, p. 1-23, 2022.
BEHAR, P. A. Modelos Pedagógicos em Educação a Distância. Porto Alegre: Artmed, 2009.
BEHAR, P. A.; MACHADO, L. R.; LONGHI, M. T. Competências socioafetivas em ambientes virtuais de aprendizagem: uma discussão do conceito. Renote: Novas Tecnologias na Educação, Porto Alegre, v. 20, n. 1, p. 389-398, 2022.
BEHAR, P. A. Competências em educação a distância. Porto Alegre: Penso Editora, 2013.
BESSER, A.; FLETT, G. L.; ZEIGLER-HILL, V. Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology, v. 8, n. 2, p. 85, 2022.
BUECHNER, V. L.; STAHN, V.; MURAYAMA, K. The power and affiliation component of achievement pride: Antecedents of achievement pride and effects on academic performance. Frontiers in Education, v. 3, p. 1-10, 2019.
CAMPOS FILHO, A. S. et al. O ensino remoto no curso de Medicina de uma universidade brasileira em tempos de pandemia. Revista Brasileira de Educação Médica, v. 46, n. 1, 2022.
CASSIDY, Simon. Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, v. 6, p. 1781, 2015.
CHISHOLM-BURNS, M. A. et al. Development of an instrument to measure academic resilience among pharmacy students. American Journal of Pharmaceutical Education, v. 83, n. 6, 2019.
CONNOR, K. M.; DAVIDSON, J. R. T. Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and Anxiety, v. 18, n. 2, p. 76-82, 2003.
DERESHIWSKY, M. I. Resilience and Its Importance to Online Students. In: STEVENSON, C. N. (org.). Enhancing Higher Education Accessibility Through Open Education and Prior Learning. IGI Global, p. 67-92, 2021.
FERREIRA, D. M.; MOURÃO, L. Panorama da educação a distância no ensino superior brasileiro. Revista Meta: Avaliação, v. 12, n. 34, p. 247-280, 2020.
GALLAGHER, M. W.; MARQUES, S. C.; LOPEZ, S. J. Hope and the academic trajectory of college students. Journal of Happiness Studies, v. 18, p. 341-352, 2017.
HARACKIEWICZ, J. M.; SMITH, J. L.; PRINISKI, S. J. Interest matters: The importance of promoting interest in education. Policy insights from the behavioral and brain sciences, v. 3, n. 2, p. 220-227, 2016.
KENNETT, D. J.; QUINN-NILAS, C.; CARTY, T. The indirect effects of academic stress on student outcomes through resourcefulness and perceived control of stress. Studies in higher education, v. 46, n. 11, p. 2460-2472, 2021.
LIU, W.; BI, S. Influence mechanism of students' learning enthusiasm based on educational big data. International Journal of Emerging Technologies in Learning, v. 18, n. 6, p. 96, 2023.
LODER, A. K. F.; BRANDWEINER, A. C.; WOOD, G. M. O. Parallel Enrollments: Associations Between College Student Satisfaction and Performance. Journal of College Student Retention: Research, Theory & Practice, p. 1-29, 2024.
MACAKOVA, V.; WOOD, C. What shapes academic self-efficacy? Academic Self-efficacy in Education: Nature, Assessment, and Research, p. 99-109, 2022.
MARTIN, A. J.; GINNS, P.; COLLIE, R. J. University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction, v. 83, p. 1-10, 2023.
MARTIN, A. J.; MARSH, H. W. Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, v. 43, n. 3, p. 267-281, 2006.
MATOS, F. R.; DE ANDRADE, A. L. Psychometric Properties of the Psychological Capital Scale in the Student Context (PsyCap-S). Paidéia (Ribeirão Preto), v. 31, 2021.
MENÉNDEZ-ALLER, A. et al. Resiliencia académica: la influencia del esfuerzo, las expectativas y el autoconcepto académico. Revista Latinoamericana de Psicología, v. 53, p. 114-121, 2021.
MOHAMMED, T. F. et al. The experiences of undergraduates with depression in online science learning environments. CBE—Life Sciences Education, v. 21, n. 2, ar18, 2022.
NURTJAHJANTI, H.; PRASETYO, A. R.; ARDHIANI, L. N. The role of resilience and readiness for change on students’ interest in learning: e-learning implementation during COVID-19. Cakrawala Pendidikan, v. 40, n. 3, p. 750-761, 2021.
OLIVEIRA, A. W. Competências socioafetivas em ambientes virtuais de aprendizagem: um estudo com alunos de graduação. 2022. 198f. Dissertação (Mestrado em Educação), Programa de Pós-Graduação em Educação. Universidade Federal do Rio Grande do Sul, Porto Alegre, 2022.
OTAKI, F. et al. Self-reported adaptability among postgraduate dental learners and their instructors: Accelerated change induced by COVID-19. PLoS One, v. 17, n. 7, p. 1-20, 2022.
PÉREZ-RÍOS, R. et al. Orientation to the future and academic lag as predictors of academic performance of high school and University Students in Northwest Mexico. Revista Electrónica Educare, v. 27, n. 2, p. 170-186, 2023.
PIAGET, J. Estudos Sociológicos. Rio de Janeiro: Forense, 1973.
PRIMASARI, I. et al. Validation of the Indonesian resilience evaluation scale in an undergraduate student population. BMC Public Health, v. 22, n. 1, p. 2410, 2022.
RIVAS ALBERTI, J.; ESPINOZA, A. Desarrollo de un proyecto de aprendizaje colaborativo en línea. El trabajo colaborativo y las Tecnologías de Información y Comunicación. La Perspectiva de la Internacionalización. Education & Law Review/Revista de Educación y Derecho, n. 28, 2023.
TURNER, M.; HOLDSWORTH, S.; SCOTT-YOUNG, C. M. Resilience at university: The development and testing of a new measure. Higher Education Research & Development, v. 36, n. 2, p. 386-400, 2017.
VAN KESSEL, G. et al. A principle-based approach to the design of a graduate resilience curriculum framework. Higher Education Research & Development, v. 41, n. 4, p. 1325-1339, 2022.
VIVIAN, R. L. et al. Resiliência de discentes no ensino superior: uma revisão sistemática da literatura sobre escalas de avaliação. Concilium, v. 24, p. 144-168, 2024.
WILLIGES, F. As lições emocionais da COVID-19. Estado da Arte, Estadão, 2020. Disponível em: https://estadodaarte.estadao.com.br/licoes-emocionais-covid-19 - Acesso em: julho 2023.
YANG, L. et al. A Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, v. 30, n. 2, p. 104-129, 2023.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 EaD em Foco
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in Revista EaD em Foco receive the license
Creative Commons - Atribuição 4.0 Internacional (CC BY 4.0).
All subsequent publications, complete or partial, must be made with the acknowledgment, in citations, of the Revista EaD em Foco as the original editor of the article.
