Impact of the emergency remote teaching and learning process on digital competence and mood in teacher training
Abstract COVID-19 has impacted the teaching and learning processes, underlying academic and emotional difficulties. The objective of the study is to analyze whether during emergency remote teaching and learning there have been significant changes in the mood and the digital competence of 89 teachers and 488 students of the Degrees of Early Childhood and Primary Education, and the Master's Degree in teacher training at Rey University Juan Carlos (Madrid), analyzed from their self-perception. Using a quantitative methodology and an ad hoc questionnaire, its internal and content validity has been measured by experts, analyzing aspects such as mood and stress before and during confinement, registering a significant increase in the average values. In both profiles, the sources of stress, anxiety, and workload have increased significantly, at the same time that some cognitive abilities have diminished. The attitude and motivation towards the online modality have decreased in both cases, especially in students, although the digital competence of both has increased. The study's main conclusion is the importance of knowing the impact of academic and non-academic factors in the online teaching and learning process. Therefore, the study can be valuable to face the possible changes towards online modality in these times of uncertainty, considering the factors analyzed. In addition, it is necessary to offer the educational community pedagogical-digital training together with training in emotion management and positive coping strategies for responding to these changes.
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Addinsoft. (2021). XLSTAT. https://www.xlstat.com/
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Aristovnik, A., Kerži?, D., Ravšelj, D., Tomaževi?, N. y Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability,12, 1-34. https://doi.org/10.3390/su12208438
Cabero-Almenara, J. y Llorente-Cejudo, C. (2020). Covid-19: transformacio?n radical de la digitalizacio?n en las instituciones universitarias. Campus Virtuales, 9(2), 25-34.
Coolican, M., Borras, J. C. y Strong, M. (2020). Argentina and the COVID-19: Lessons learned from education and technical colleges in Buenos Aires Province. Journal of Education for Teaching, 46(4), 484-496. https://doi.org/10.1080/02607476.2020.1802204
Daniela, L. (Ed.). (2018). Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning. Springer. https://doi.org/10.1007/978-3-030-01551-0
Engen, B. K. (2019). Understanding social and cultural aspects of teachers’ digital competencies. Comprendiendo los aspectos culturales y sociales de las competencias digitales docentes. Comunicar, XXVII(61), 9-19. https://doi.org/10.3916/C61-2019-01
Escudero Muñoz, J. M. (2020). Un cambio de paradigma en la formación continuada del profesorado: escenario, significados, procesos y actores. Revista Qurriculum, 33, 97-125. https://doi.org/10.25145/j.qurricul.2020.33.06
European Commission (2010). A Digital Agenda for Europe. https://bit.ly/3psywpq
Farjon, D., Smits, A. y Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93. https://doi.org/10.1016/j.compedu.2018.11.010
Ferna?ndez-Ma?rquez, E., Leiva-Olivencia, J.J. y Lo?pez-Meneses, E. (2017). Competencias digitales en docentes de Educacio?n Superior. Revista Digital de Investigacio?n en Docencia Universitaria, 12(1), 213-231. https://doi.org/10.19083/ridu.12.558
García Aretio, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 09-32. https://doi.org/10.5944/ried.24.1.28080
García-Peñalvo, F. J., Corell, A., Abella-García, V. y Grande, M. (2020). Online Assessment in Higher Education in the Time of COVID-19. Education in the Knowledge Society, 21, 12. https://doi.org/10.14201/eks.23086
Gisbert, M.; Esteve, V. y Lázaro, J. L. (Eds.). (2019) ¿Cómo abordar la educación del futuro? Conceptualización, desarrollo y evaluación desde la competencia digital docente. Octaedro.
Goleman, D. (2011). Inteligencia Emocional. Kairós.
Gómez-Gómez, M., Pérez-Marín, D., Hijón-Neira, R. y Santacruz-Valencia, L. (2019). Trabajo cooperativo entre universidad y centros de educación infantil y primaria. Una experiencia de Aprendizaje-Servicio Solidario basado en TIC. En P. Aramburuzabala, C. Ballesteros, J. García y P. Lázaro (Coords.), El papel del Aprendizaje-Servicio en la construcción de una ciudadanía global (pp. 1-11), UNED.
González-Sanmamed, M., Sangrà, A., Souto-Seijo, A. y Estévez, I. (2020). Learning ecologies in the digital era: challenges for higher education. Publicaciones, 50(1), 83–102. https://doi.org/10.30827/publicaciones.v50i1.15671
Ibáñez, J.A. (2020). Una consideración educativa sobre la pandemia: resistir… y adelantar. Revista Española de Pedagogía, (276), 181-183.
Immordino, M.H. y Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Instituto Internacional para la Educación Superior en América Latina y el Caribe (IESALC) (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. 1-57. https://bit.ly/3vvxXyT
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) (2013). Marco Común de Competencia Digital Docente. V. 2.0. https://bit.ly/3vvFQ7A
Karwowski, M., Groyecka-Bernard, A., Kowal, M. y Sorokowski, P. (2020). Does thinking about coronavirus impact insight and analytical reasoning? Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100715
Khudov, H., Tyurina, V., Ovod, Y., Kozyr, M., Chala, A. y Khizhnyak, I. (2020). The Ways of Psychological and Pedagogical Barriers Overcoming between Teachers and Students during COVID-19 Pandemic. Systematic Reviews in Pharmacy, 11(11), 373-379.
Kuric Kardelis, S., Calderón-Gómez, D. y Sanmartín Ortí, A. (2021). Educación y brecha digital en tiempos del COVID-19. Perfiles y problemáticas experimentadas por el alumnado juvenil para afrontar sus estudios durante el confinamiento. Revista de Sociología de la Educación-RASE, 14(1), 63-84. https://doi.org/10.7203/RASE.14.1.18265
La Velle, L., Newman, S., Montgomery, C. y Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. https://doi.org/10.1080/02607476.2020.1803051
Li, Q., Miao, Y., Zeng, X., Tarimo, C.S., Wu, C. y Wu, J. (2020). Prevalence and Factors for Anxiety during the Coronavirus Disease 2019 (COVID-19) Epidemic among the Teachers in China. Journal of Affective Disorders, 277, 153-158. https://doi.org/10.1016/j.jad.2020.08.017
Lo?pez-Belmonte, J., Moreno-Guerrero, A. J., Pozo-Sa?nchez, S. y Lo?pez-Nu?n?ez, J. A. (2020). Efecto de la competencia digital docente en el uso del blended learning en formacio?n profesional. Investigacio?n Bibliotecolo?gica: archivonomi?a, bibliotecologi?a e informacio?n 34(83), 187-205. https://doi.org/10.22201/iibi.24488321xe.2020.83.58147
Lozano, A., Fernández, J.S., Figueredo, V. y Martínez, A. M. (2020). Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online. International Journal of Sociology of Education, Special Issue: COVID-19 Crisis and Socio educative Inequalities and Strategies to Overcome them, 79-104. http://doi.org/10.17583/rise.2020.5925
MacIntyre, P.D., Gregersen, T. y Mercer, S. (2020). Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1-13. https://doi.org/10.1016/j.system.2020.102352
Martín-González, M. , Ortiz, S. y Jano, M. D. (2020). Do Teaching and Learning Modes Matter for the Competences Aquired by Master’s Students? Evidence from Spanish Universities. Education in the Knowledge Society, 21, 28. https://doi.org/10.14201/eks.23586
Ministerio de Sanidad, Servicios Sociales e Igualdad y Ministerio de Educación, Cultura y Deporte (2020). Red española de universidades promotoras de salud (REUPS). https://bit.ly/3Hs8uJ2
Ministerio de Universidades (2020). Reflexiones sobre criterios generales para la adaptación del sistema universitario español ante la pandemia del COVID-19, durante el curso 2019-2020, 1-9. https://bit.ly/3C3Y0ye
Mishra, P. y Koehler, M. (2006). Technological pedagogical content knowledge: A Framework for Teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Montanero, M. M. (2019). Métodos pedagógicos emergentes para un nuevo siglo ¿Qué hay realmente de innovación? Teoría de la Educación. Revista Interuniversitaria, 31(1), 5-34. https://doi.org/10.14201/teri.19758
Muñoz Campos, E. M., Fernández González, A. y Jacott, L. (2018). Bienestar Subjetivo y Satisfacción Vital del Profesorado. REICE. Revista Iberoamericana sobre Calidad, Eficacia Y Cambio en Educación, 16(1), 105-117. https://doi.org/10.15366/reice2018.16.1.007
OECD. (2020). Education responses to COVID-19: Embracing digital learning and online collaboration. https://bit.ly/3HwXiuM
Redecker, C. y Punie, Y. (Ed.) (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre. https://doi.org/10.2760/159770
Rodicio, M. L., Ríos, M. P., Mosquera, M. José. y Penado, M. (2020). La Brecha Digital en Estudiantes Españoles ante la Crisis de la Covid-19. Revista Internacional de Educación parala Justicia Social, 9(3e), 103-125. https://doi.org/10.15366/riejs2020.9.3.006
Rodri?guez-Garci?a, A.-M., Fuentes Cabrera, A. y Moreno Guerrero, A. J. (2019). Competencia digital docente para la bu?squeda, seleccio?n, evaluacio?n y almacenamiento de la informacio?n. Revista Interuniversitaria de Formación del Profesorado, 33(3), 235-250. https://doi.org/10.47553/rifop.v33i3.73200
Safi, F., Wenzel, T. y Trimble, L. A. (2020). Remote Learning Community: Supporting Teacher Educators During Unprecedented Times. Journal of Technology and Teacher Education, 28(2), 211-222.
Sanz, I., Sáinz, J. y Capilla, A. (2020). Efectos de la crisis del coronavirus en la educación. Madrid: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
Schleicher, A. (2020). How can teachers and school systems respond to the COVID-19 pandemic? Some lessons from TALIS. OCDE Education and skills today. https://bit.ly/3C2sJvQ
Sevilla, S. y Ceballos, N.A. (2020). Theoretical and applied study of the psychological and educational effects of lockdown in primary school students in Argentina. Social Sciences & Humanities, 2(1), 100039. https://doi.org/10.1016/j.ssaho.2020.100039
Siles, M. (2020). Estrategia de la ANECA para el aseguramiento de la calidad en la enseñanza virtual. Madrid: ANECA. https://bit.ly/3huC6uU
Stringer, E. (2020). Learning to Practice Digitally: Advancing Preservice Teachers’ Preparation via Virtual Teaching and Coaching. Journal of Technology and Teacher Education, 28(2), 223-232.
UNESCO. (2020). Promoción del bienestar socioemocional de los niños y los jóvenes durante las crisis. https://bit.ly/3tkD8PB
Van Acker, F., Van Buuren, H., Kreijns, K. y Vermeulen, M. (2011). Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude. Education and Information Technologies, 18(3), 495-514. https://doi.org/10.1007/s10639-011-9181-9
Vizoso Gómez, C. M. (2019). Resiliencia, optimismo y afrontamiento en estudiantes de Ciencias de la Educación. Psychology, Society, & Education, 11(3), 367-377. https://doi.org/10.25115/psye.v11i3.2280
Zvolensky, M. J., Garey, L., Rogers, A. H., Schmidt, N. B., Vujanovic, A. A., Storch E. A., Buckner, J. D., Paulus, D. J., Alfano, C., Smits, J. A. y O'Cleirigh, C. (2020). Psychological, addictive, and health behavior implications of the COVID-19 pandemic. Behaviour Research and Therapy, 134, 103715. https://doi.org/10.1016/j.brat.2020.103715
ANPE. (2020). Decálogo Bienestar Emocional Docente frente COVID-19. https://bit.ly/35CK6aj
Aristovnik, A., Kerži?, D., Ravšelj, D., Tomaževi?, N. y Umek, L. (2020). Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability,12, 1-34. https://doi.org/10.3390/su12208438
Cabero-Almenara, J. y Llorente-Cejudo, C. (2020). Covid-19: transformacio?n radical de la digitalizacio?n en las instituciones universitarias. Campus Virtuales, 9(2), 25-34.
Coolican, M., Borras, J. C. y Strong, M. (2020). Argentina and the COVID-19: Lessons learned from education and technical colleges in Buenos Aires Province. Journal of Education for Teaching, 46(4), 484-496. https://doi.org/10.1080/02607476.2020.1802204
Daniela, L. (Ed.). (2018). Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning. Springer. https://doi.org/10.1007/978-3-030-01551-0
Engen, B. K. (2019). Understanding social and cultural aspects of teachers’ digital competencies. Comprendiendo los aspectos culturales y sociales de las competencias digitales docentes. Comunicar, XXVII(61), 9-19. https://doi.org/10.3916/C61-2019-01
Escudero Muñoz, J. M. (2020). Un cambio de paradigma en la formación continuada del profesorado: escenario, significados, procesos y actores. Revista Qurriculum, 33, 97-125. https://doi.org/10.25145/j.qurricul.2020.33.06
European Commission (2010). A Digital Agenda for Europe. https://bit.ly/3psywpq
Farjon, D., Smits, A. y Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93. https://doi.org/10.1016/j.compedu.2018.11.010
Ferna?ndez-Ma?rquez, E., Leiva-Olivencia, J.J. y Lo?pez-Meneses, E. (2017). Competencias digitales en docentes de Educacio?n Superior. Revista Digital de Investigacio?n en Docencia Universitaria, 12(1), 213-231. https://doi.org/10.19083/ridu.12.558
García Aretio, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 09-32. https://doi.org/10.5944/ried.24.1.28080
García-Peñalvo, F. J., Corell, A., Abella-García, V. y Grande, M. (2020). Online Assessment in Higher Education in the Time of COVID-19. Education in the Knowledge Society, 21, 12. https://doi.org/10.14201/eks.23086
Gisbert, M.; Esteve, V. y Lázaro, J. L. (Eds.). (2019) ¿Cómo abordar la educación del futuro? Conceptualización, desarrollo y evaluación desde la competencia digital docente. Octaedro.
Goleman, D. (2011). Inteligencia Emocional. Kairós.
Gómez-Gómez, M., Pérez-Marín, D., Hijón-Neira, R. y Santacruz-Valencia, L. (2019). Trabajo cooperativo entre universidad y centros de educación infantil y primaria. Una experiencia de Aprendizaje-Servicio Solidario basado en TIC. En P. Aramburuzabala, C. Ballesteros, J. García y P. Lázaro (Coords.), El papel del Aprendizaje-Servicio en la construcción de una ciudadanía global (pp. 1-11), UNED.
González-Sanmamed, M., Sangrà, A., Souto-Seijo, A. y Estévez, I. (2020). Learning ecologies in the digital era: challenges for higher education. Publicaciones, 50(1), 83–102. https://doi.org/10.30827/publicaciones.v50i1.15671
Ibáñez, J.A. (2020). Una consideración educativa sobre la pandemia: resistir… y adelantar. Revista Española de Pedagogía, (276), 181-183.
Immordino, M.H. y Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, brain, and education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Instituto Internacional para la Educación Superior en América Latina y el Caribe (IESALC) (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. 1-57. https://bit.ly/3vvxXyT
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) (2013). Marco Común de Competencia Digital Docente. V. 2.0. https://bit.ly/3vvFQ7A
Karwowski, M., Groyecka-Bernard, A., Kowal, M. y Sorokowski, P. (2020). Does thinking about coronavirus impact insight and analytical reasoning? Thinking Skills and Creativity, 38. https://doi.org/10.1016/j.tsc.2020.100715
Khudov, H., Tyurina, V., Ovod, Y., Kozyr, M., Chala, A. y Khizhnyak, I. (2020). The Ways of Psychological and Pedagogical Barriers Overcoming between Teachers and Students during COVID-19 Pandemic. Systematic Reviews in Pharmacy, 11(11), 373-379.
Kuric Kardelis, S., Calderón-Gómez, D. y Sanmartín Ortí, A. (2021). Educación y brecha digital en tiempos del COVID-19. Perfiles y problemáticas experimentadas por el alumnado juvenil para afrontar sus estudios durante el confinamiento. Revista de Sociología de la Educación-RASE, 14(1), 63-84. https://doi.org/10.7203/RASE.14.1.18265
La Velle, L., Newman, S., Montgomery, C. y Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. https://doi.org/10.1080/02607476.2020.1803051
Li, Q., Miao, Y., Zeng, X., Tarimo, C.S., Wu, C. y Wu, J. (2020). Prevalence and Factors for Anxiety during the Coronavirus Disease 2019 (COVID-19) Epidemic among the Teachers in China. Journal of Affective Disorders, 277, 153-158. https://doi.org/10.1016/j.jad.2020.08.017
Lo?pez-Belmonte, J., Moreno-Guerrero, A. J., Pozo-Sa?nchez, S. y Lo?pez-Nu?n?ez, J. A. (2020). Efecto de la competencia digital docente en el uso del blended learning en formacio?n profesional. Investigacio?n Bibliotecolo?gica: archivonomi?a, bibliotecologi?a e informacio?n 34(83), 187-205. https://doi.org/10.22201/iibi.24488321xe.2020.83.58147
Lozano, A., Fernández, J.S., Figueredo, V. y Martínez, A. M. (2020). Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online. International Journal of Sociology of Education, Special Issue: COVID-19 Crisis and Socio educative Inequalities and Strategies to Overcome them, 79-104. http://doi.org/10.17583/rise.2020.5925
MacIntyre, P.D., Gregersen, T. y Mercer, S. (2020). Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1-13. https://doi.org/10.1016/j.system.2020.102352
Martín-González, M. , Ortiz, S. y Jano, M. D. (2020). Do Teaching and Learning Modes Matter for the Competences Aquired by Master’s Students? Evidence from Spanish Universities. Education in the Knowledge Society, 21, 28. https://doi.org/10.14201/eks.23586
Ministerio de Sanidad, Servicios Sociales e Igualdad y Ministerio de Educación, Cultura y Deporte (2020). Red española de universidades promotoras de salud (REUPS). https://bit.ly/3Hs8uJ2
Ministerio de Universidades (2020). Reflexiones sobre criterios generales para la adaptación del sistema universitario español ante la pandemia del COVID-19, durante el curso 2019-2020, 1-9. https://bit.ly/3C3Y0ye
Mishra, P. y Koehler, M. (2006). Technological pedagogical content knowledge: A Framework for Teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Montanero, M. M. (2019). Métodos pedagógicos emergentes para un nuevo siglo ¿Qué hay realmente de innovación? Teoría de la Educación. Revista Interuniversitaria, 31(1), 5-34. https://doi.org/10.14201/teri.19758
Muñoz Campos, E. M., Fernández González, A. y Jacott, L. (2018). Bienestar Subjetivo y Satisfacción Vital del Profesorado. REICE. Revista Iberoamericana sobre Calidad, Eficacia Y Cambio en Educación, 16(1), 105-117. https://doi.org/10.15366/reice2018.16.1.007
OECD. (2020). Education responses to COVID-19: Embracing digital learning and online collaboration. https://bit.ly/3HwXiuM
Redecker, C. y Punie, Y. (Ed.) (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre. https://doi.org/10.2760/159770
Rodicio, M. L., Ríos, M. P., Mosquera, M. José. y Penado, M. (2020). La Brecha Digital en Estudiantes Españoles ante la Crisis de la Covid-19. Revista Internacional de Educación parala Justicia Social, 9(3e), 103-125. https://doi.org/10.15366/riejs2020.9.3.006
Rodri?guez-Garci?a, A.-M., Fuentes Cabrera, A. y Moreno Guerrero, A. J. (2019). Competencia digital docente para la bu?squeda, seleccio?n, evaluacio?n y almacenamiento de la informacio?n. Revista Interuniversitaria de Formación del Profesorado, 33(3), 235-250. https://doi.org/10.47553/rifop.v33i3.73200
Safi, F., Wenzel, T. y Trimble, L. A. (2020). Remote Learning Community: Supporting Teacher Educators During Unprecedented Times. Journal of Technology and Teacher Education, 28(2), 211-222.
Sanz, I., Sáinz, J. y Capilla, A. (2020). Efectos de la crisis del coronavirus en la educación. Madrid: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
Schleicher, A. (2020). How can teachers and school systems respond to the COVID-19 pandemic? Some lessons from TALIS. OCDE Education and skills today. https://bit.ly/3C2sJvQ
Sevilla, S. y Ceballos, N.A. (2020). Theoretical and applied study of the psychological and educational effects of lockdown in primary school students in Argentina. Social Sciences & Humanities, 2(1), 100039. https://doi.org/10.1016/j.ssaho.2020.100039
Siles, M. (2020). Estrategia de la ANECA para el aseguramiento de la calidad en la enseñanza virtual. Madrid: ANECA. https://bit.ly/3huC6uU
Stringer, E. (2020). Learning to Practice Digitally: Advancing Preservice Teachers’ Preparation via Virtual Teaching and Coaching. Journal of Technology and Teacher Education, 28(2), 223-232.
UNESCO. (2020). Promoción del bienestar socioemocional de los niños y los jóvenes durante las crisis. https://bit.ly/3tkD8PB
Van Acker, F., Van Buuren, H., Kreijns, K. y Vermeulen, M. (2011). Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude. Education and Information Technologies, 18(3), 495-514. https://doi.org/10.1007/s10639-011-9181-9
Vizoso Gómez, C. M. (2019). Resiliencia, optimismo y afrontamiento en estudiantes de Ciencias de la Educación. Psychology, Society, & Education, 11(3), 367-377. https://doi.org/10.25115/psye.v11i3.2280
Zvolensky, M. J., Garey, L., Rogers, A. H., Schmidt, N. B., Vujanovic, A. A., Storch E. A., Buckner, J. D., Paulus, D. J., Alfano, C., Smits, J. A. y O'Cleirigh, C. (2020). Psychological, addictive, and health behavior implications of the COVID-19 pandemic. Behaviour Research and Therapy, 134, 103715. https://doi.org/10.1016/j.brat.2020.103715
Gómez-Gómez, M., Hijón-Neira, R., Santacruz-Valencia, L., & Pérez-Marín, D. (2022). Impact of the emergency remote teaching and learning process on digital competence and mood in teacher training. Education in The Knowledge Society, 23. https://doi.org/10.14201/eks.27037
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