DETERMINACIÓN Y CREATIVIDAD EN TIEMPOS DE PANDEMIA
DOI:
https://doi.org/10.30827/eticanet.v24i1.29382Palabras clave:
COVID-19, perseverancia, consistencia de interés, autoeficacia creativa, pandemiaResumen
Durante el confinamiento decretado en el período de alarma sanitaria provocada por la COVID-19, en España se suspendieron todas las actividades educativas de carácter presencial forzando la utilización de vías de trabajo telemático. El objetivo de este estudio consistió en examinar la determinación y la autoeficacia creativa en estudiantes que tuvieron que afrontar los retos académicos de sus itinerarios educativos en dicho contexto. En el estudio participaron 1380 alumnos y alumnas pertenecientes a 18 centros educativos de bachillerato (n = 853), formación profesional (n = 243) y universidad (n = 284). El rango de edad osciló entre los 15 y los 51 años (M de edad = 18.34, DT = 4.37). El 58.70% eran mujeres y el 41.30% hombres. Los resultados pusieron de manifiesto que las y los estudiantes de formación profesional y de universidad mostraron un incremento de la consistencia de interés. Sin embargo, no se encontraron diferencias en el alumnado de bachillerato. En contra de lo esperado, no se hallaron diferencias en la perseverancia del esfuerzo y en la autoeficacia creativa en ninguno de los niveles educativos, aunque sí se encontraron diferencias de género en las variables objeto de estudio. Se concluye que los y las estudiantes, como mecanismo adaptativo, principalmente desarrollaron el factor metacognitivo de consistencia de interés para hacer frente a un reto académico que les exigió altas dosis de autorregulación, motivación y trabajo autónomo durante un período prolongado de tiempo. Estos resultados apoyan los hallazgos de otros estudios en los que se ha observado que, en situaciones de adversidad, la determinación es útil para afrontar desafíos y mantener el nivel de esfuerzo suficiente para lograr los objetivos planteados.
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