Predicción de la satisfacción del alumnado con la educación virtual a partir de las conductas de estilo de vida orientadas a la salud

Autores/as

DOI:

https://doi.org/10.24310/innoeduca.2022.v8i2.13079

Palabras clave:

aprendizaje virtual, estilo de vida, orientación a metas, resiliencia, desesperanza, satisfacción

Resumen

El objetivo de este estudio fue evaluar la satisfacción del alumnado con la educación virtual a partir de sus conductas de estilo de vida orientadas a la salud. La presente investigación fue un estudio descriptivo correlacional. La población estadística incluyó a todos los estudiantes de grado en ingeniería y psicología en la Universidad Islámica de Azad, rama Shahre Rey en el segundo semestre de 2020-2021, de los cuales 188 conformaron la muestra (93 estudiantes de ingeniería y 95 de psicología), que fue seleccionada al azar. Para recopilar los datos se utilizó un instrumento para medir la satisfacción con la educación virtual, además de una escala para las conductas de estilo de vida académico orientadas a la salud (Salehzadeh et al., 2017). Los hallazgos indicaron que los componentes del estilo de vida orientado a la salud en conjunto explican el 37.4% de la varianza de la satisfacción del alumnado con la educación virtual. La relación entre los facilitadores del estilo de vida centrado en la salud (optimismo académico, orientación a metas y resiliencia académica) con la satisfacción de los estudiantes respecto a la educación virtual fue positiva y significativa. La relación entre los componentes inhibidores del estilo de vida centrado en la salud (impotencia aprendida y procrastinación) con la satisfacción del alumnado con la educación virtual fue negativa y significativa. La relación entre el componente de retirada de esfuerzo y la satisfacción de los estudiantes con la educación virtual no fue significativa (p > 0.05) y no hubo diferencia entre los componentes del estilo de vida orientado a la salud y la satisfacción del alumnado con la educación virtual en función de grupos educativos. Como consecuencia, al crear un entorno educativo resiliente con la intención de participar y enseñar para lograr un aprendizaje significativo y basado en problemas, el alumnado apostará por la educación virtual.

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Biografía del autor/a

Seyedeh Sara Aghaei Sabet, Islamic Azad University

PhD, Assistant professor, Department of Psychology, Faculty of Humanistic Sciences, Islamic Azad University, Yadegar Imam Khomeini (RAH (branch, Shahr-e-Rey, Tehran, Iran.

Fateme Moradi, Islamic Azad University

PhD, Assistant professor, Departemant of Mathematics, Faculty of Sciences,  Yadegar-e-Imam Khomeini (RAH), Shahr-e-Rey branchIslamic Azad University, Tehran, Iran.

Sahar Soufi, Shahid Beheshti University

MA in School Counseling, Department of Educational and Developmental Psychology, Faculty of Education and Psychology. Shahid Beheshti University, Tehran, Iran.

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Publicado

01-12-2022

Cómo citar

Aghaei Sabet, S. S., Moradi, F., & Soufi, S. (2022). Predicción de la satisfacción del alumnado con la educación virtual a partir de las conductas de estilo de vida orientadas a la salud. Innoeduca. International Journal of Technology and Educational Innovation, 8(2), 43–57. https://doi.org/10.24310/innoeduca.2022.v8i2.13079

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