COBO RENDÓN, RUBIA CONSUELO

Preferred name
COBO RENDÓN, RUBIA CONSUELO
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Email
rcobo@udd.cl
ORCID
0000-0002-3350-071X
Scopus Author ID
57202629325
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    Well-Being in Educational Contexts: Elements for Its Promotion
    (Springer Nature Switzerland, 2025)
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    García-Álvarez, Diego
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    Cambios en la autoeficacia docente para el desarrollo de la educación virtual: un estudio longitudinal en educación superior
    (SciELO Agencia Nacional de Investigacion y Desarrollo (ANID), 2026-06)
    Fernández-Branada, Carolyn A.
    ;
    Lobos, Karla A.
    ;
    Bruna-Jofré, Carola E.
    ;
    COBO RENDÓN, RUBIA CONSUELO  
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    Teacher Professional Development, Character Education, and Well-Being: Multicomponent Intervention Based on Positive Psychology
    (2023)
    Diego García-Álvarez
    ;
    María José Soler
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Juan José Hernández Suárez
    <jats:p>The COVID-19 educational crisis has generated both psychosocial risks and growth opportunities for teaching staff; these are challenges to be addressed from the perspective of sustainable development in SDG 3 Health and Well-being and SDG 4 Quality Education. During the pandemic, a character education training experience was carried out for principals and teacher coordinators, with the dual purpose of developing professional competencies for the application of positive psychology in educational centers and strengthening teacher well-being: specifically, dedication and enthusiasm in conjunction with personal resources such as self-efficacy and resilience. The multicomponent intervention based on positive psychology applied to education was carried out with a sample of 32 teaching coordinators and school principals (mean age 45.9 years; 93.75% female staff and 71.8% between 16 and 21 years of experience) from different departments in Uruguay. The results suggest that the intervention was effective, detecting higher scores in the post-test in self-efficacy (F = 18.17, p &lt; 0.001, η2 = 0.40), resilience (F = 13.41, p = 0.001, η2 = 0.33), dedication and enthusiasm (F = 8.09, p = 0.008, η2 = 0.23), and teacher training (F = 8.36, p = 0.007, η2 = 0.24). It is concluded that the training program can provide an opportunity for improving teacher health and well-being, as well funcitoning as a device for promoting teacher professional development.</jats:p>
      6Scopus© Citations 13
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    Engagement, motivación académica y ajuste de estudiantado universitario
    (2022)
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Yaranay López-Angulo
    ;
    Fabiola Sáez-Delgado
    ;
    Javier Mella-Norambuena
    <jats:p>Introducción. El ingreso de la juventud a la universidad es un periodo desafiante e importante para su vida, tanto en términos académicos como personales. Se requiere disponer de un conjunto de habilidades que le permitan ajustarse satisfactoriamente a las demandas del nuevo contexto educativo. El ajuste a la vida universitaria se vuelve una variable clave, dado que permite hacer frente a los requisitos de motivación, ejecución y rendimiento propios de la experiencia universitaria en los ámbitos, académicos, sociales, institucionales y personales del estudiantado. Por tanto, es necesario conocer aquellas variables que predicen un adecuado ajuste del estudiantado para proponer intervenciones oportunas de mejora. Objetivo. Evaluar la capacidad predictiva del engagement y la motivación académica en el ajuste de estudiantado universitario. Metodología. Diseño predictivo-transversal, participaron 512 estudiantes de primer año de una universidad tradicional en Chile (hombres= 297; mujeres= 215). Promedio de edad 19 años (DE=1.49). Resultados. Los modelos de regresión propuestos fueron estadísticamente significativos. El engagement fue el mayor predictor del ajuste académico (β =.511; p&lt;.01; r2=.40), institucional (β=.30; p&lt;.01; r2=.37), social (β =.29; p&lt;.01; r2=.15) y personal-emocional (β = .30; p&lt;.01; r2=.10), seguido de la motivación autónoma. Conclusiones. El engagement académico es relevante no solo en la promoción del rendimiento académico, sino también en los procesos de integración y adaptación del estudiantado en el contexto universitario. Recomendaciones. Para contribuir con el ajuste del estudiantado durante los primeros años, se hace relevante la implementación de estrategias que potencien el engagement académico y la motivación autónoma.</jats:p>
      2Scopus© Citations 17
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    Design and Study of the Psychometric Properties of a Professors’ Expectations of Virtual University Education Questionary
    (2022)
    Karla Lobos
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Claudio Bustos
    ;
    Nelson Arias
    <jats:p>&lt;p style="text-align: justify;"&gt;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.&lt;/p&gt;</jats:p>
    Scopus© Citations 1  1
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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
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    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>
      1Scopus© Citations 14
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      1Scopus© Citations 5
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    Promoting ASC in the primary education classroom: The role of teacher training
    (2022)
    Karla Lobos
    ;
    Claudio Bustos
    ;
    Fabiola Saez-Delgado
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Carola Bruna
      1Scopus© Citations 2
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    Proceso de Diseño de un Cuestionario de Aprendizaje Autorregulado para estudiantes de Educación Secundaria
    (2023)
    Yaranay López-Angulo
    ;
    Fabiola Sáez-Delgado
    ;
    Nicole Arias-Roa
    ;
    Javier Mella-Norambuena
    ;
    COBO RENDÓN, RUBIA CONSUELO  
      1