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Character strengths, psychological distress, and academic buoyancy: a mediational analysis in university students
(Frontiers Media SA, 2026-04-15)
Diego García-Álvarez
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COBO RENDÓN, RUBIA CONSUELO
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María José Soler
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Karla Lobos
<jats:p>This study examined the mediating role of psychological distress in the relationship between character strengths, specifically hope and vitality, and academic buoyancy in university students. Using a cross-sectional design, the sample consisted of 518 university students from a university in Montevideo, Uruguay. The study assessed 24-character strengths, psychological distress (stress, anxiety, depression), and academic buoyancy through validated self-report instruments. Results demonstrated that character strengths, especially hope and vitality, were positively associated with academic buoyancy and negatively related to psychological distress. Mediation analysis confirmed that psychological distress partially mediated the effect of character strengths on academic buoyancy, indicating a dual pathway where strengths directly promote adaptive academic functioning and indirectly improve it by reducing emotional distress. Practical implications include recommending socioemotional interventions targeting hope and vitality to enhance student persistence and psychological health. This study provides empirical evidence supporting the role of character strengths, particularly hope and vitality, as crucial internal resources enhancing academic buoyancy through the reduction of psychological distress. These findings suggest that fostering these strengths through targeted psychoeducational programs can promote student resilience, wellbeing, and academic success.</jats:p>
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Character strengths as predictors of general and academic self-efficacy in university students
(Frontiers Media SA, 2024-12-04)
Diego García-Álvarez
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COBO RENDÓN, RUBIA CONSUELO
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Karla Lobos
<jats:p>Positive psychology has introduced the concept of character strengths, which are positive traits fundamental to well-being and mental health. Research on university students has shown that these strengths impact psychoeducational variables and personal functioning, acting as a protective factor in the general and student populations. This study aims to analyze the predictive relationships between character strengths and general self-efficacy and determine their joint contribution in predicting academic self-efficacy. The study was quantitative, correlational-causal, and cross-sectional, using a non-probabilistic sample of 668 Venezuelan university students (68.86% women, average age of 20.52 years). The scales used are Growing Strong to measure character strengths, the General Self-Efficacy Scale, and the Self-Efficacy Scale in Specific Academic Situations. All scales showed adequate psychometric properties. The mediation analysis revealed that leadership, hope, and persistence positively influence general and academic self-efficacy. Furthermore, general self-efficacy strongly impacts academic self-efficacy. In conclusion, character strengths are significant predictors of self-efficacy in university students. Promoting these strengths may be crucial to improving general and academic self-efficacy, suggesting the need to implement specific initiatives in higher education.</jats:p>
Scopus© Citations 2 1
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New challenges for higher education: self-regulated learning in blended learning contexts
(2024)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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BRUNA JOFRE, DANIELA VALENTINA
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Javiera Santana
<jats:sec><jats:title>Introduction</jats:title><jats:p>The study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>An inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>It is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.</jats:p></jats:sec>
Scopus© Citations 3 6
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Return to Face-to-Face Classrooms in Higher Education: Students Experiences in Chile, Venezuela, and Ecuador
(2023)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Fabiola Sáez
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Javier Mella
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Nataly Cisternas
Emergency remote teaching (ERE) triggered by the COVID-19 pandemic posed significant challenges to higher education institutions worldwide. Although it had several negative consequences, it also enabled advances in the integration of technology into the teaching and learning process. The purpose of this study was to examine and characterize the key elements of the process of returning to face-to-face courses. The study was based on a mixed quantitative and qualitative design. 631 students from Chile, Venezuela, and Colombia were surveyed about their experiences returning to face-to-face classes (in terms of virtual tools, their feelings, and their expectations for academic success). The survey also included questions about the lockdown caused by the pandemic, specifically regarding instructional and didactic design, participation in online sessions, and the role of faculty during the pandemic. Descriptive and correlative analyses were performed to examine relationships among variables. Qualitative data were analyzed within a hermeneutically-oriented framework. Our analyses show that virtual classrooms or learning management systems (LMS) continued to be used after the pandemic. However, their use is strongly associated with a more traditional approach to teaching; LMSs and virtual classrooms are primarily used as filing locations and for receiving and storing homework assignments and assessments. In terms of interaction, qualitative analyses have shown that relationships with faculty and between students are better in face-to-face classes and that there is not much difference in perceptions of collaborative work in online learning compared to face-to-face classes. Finally, students' expectations of academic success are low in the short term, while they are higher in the long term. Students also indicated that it is important to them that teachers take care about the didactic design of the course, including strategies that encourage interaction and participation in both synchronous and asynchronous sessions. In addition, students mentioned that teachers should incorporate strategies to promote academic motivation, self-regulation, and a safe environment. An important finding of this study is that students prefer a blended learning format when comparing online and face-to-face instruction. This article also provides recommendations for the new post-pandemic education scenario. Doi: 10.28991/ESJ-2023-SIED2-017 Full Text: PDF
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Lessons Learned from the Educational Experience during COVID-19 from the Perspective of Latin American University Students
(2023)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Diego García-Álvarez
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Jorge Maldonado-Mahauad
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Carola Bruna
<jats:p>The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policies.</jats:p>
5Scopus© Citations 19
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Return to University Classrooms With Blended Learning: A Possible Post-pandemic COVID-19 Scenario
(2022)
COBO RENDÓN, RUBIA CONSUELO
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Carola Bruna Jofre
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Karla Lobos
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Nataly Cisternas San Martin
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Esteban Guzman
<jats:p>After more than 2 years of the pandemic caused by COVID-19, a gradual return to face-to-face teaching has been taking place. Therefore, administrators need to establish procedures to facilitate and ensure the quality of teaching during this process. The purpose of this article is to describe the strengths and challenges of implementing Blended Learning (BL). The design used is consistent with a secondary investigation of a narrative review. As a result, several recommendations are presented for building institutional frameworks that enable the implementation of high-quality BL models in the context of a gradual return to face-to-face courses in higher education. From a theoretical and contextual perspective, considerations for transitioning to this model are discussed, based on lessons learned from emergency remote education. We conclude that the present post-pandemic scenario constitutes a pivotal moment for determining the way education is delivered in higher education.</jats:p>
1Scopus© Citations 65
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Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
(2022)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Claudio Bustos
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Nelson Arias
<jats:p><p style="text-align: justify;">This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.</p></jats:p>
Scopus© Citations 1 1
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Adaptación y validación de dos cuestionarios sobre implementación de la tecnología en la docencia universitaria
(2022)
Karla Lobos
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COBO RENDÓN, RUBIA CONSUELO
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Esteban Guzmán
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Carola Bruna
1Scopus© Citations 8
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Promoting ASC in the primary education classroom: The role of teacher training
(2022)
Karla Lobos
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Claudio Bustos
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Fabiola Saez-Delgado
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COBO RENDÓN, RUBIA CONSUELO
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Carola Bruna
Scopus© Citations 2 1
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Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App
(2021)
Karla Lobos
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Fabiola Sáez-Delgado
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BRUNA JOFRE, DANIELA VALENTINA
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COBO RENDÓN, RUBIA
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Alejandro Díaz-Mujica
<jats:p>Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of α = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.</jats:p>
Scopus© Citations 18 3

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