ISBN
979-13-87631-36-9
Fecha de publicación
28-12-2024
Licencia
D. R. © copyright 2024; Aurora Irma Máynez Guaderrama y Virginia Guadalupe López Torres.
Aurora Irma Máynez Guaderrama
Universidad Autónoma de Ciudad Juárez
0000-0001-8174-3807
Judith Cavazos Arroyo
Universidad Popular Autónoma del Estado de Puebla
0000-0002-6258-289X
Gabriela Jacobo Galicia
Universidad Autónoma de Baja California
0000-0001-8390-300X
Acerca de
Entre el 12 y el 29 de diciembre del 2019, en la provincia china de Wuhan, se presentaron casos de neumonía atípica; en los últimos días del año, el gobierno chino notificó a la Organización Mundial de la Salud (OMS) este tipo de casos extraños y para el 5 de enero del 2020, China anunció que estos casos detectados no correspondían ni al Síndrome Respiratorio Agudo Severo ni al Síndrome Respiratorio del Medio Oriente. Se trataba de un nuevo tipo de virus, una beta-coronavirus, al que denominaron Nuevo Coronavirus 2019 (2019-nCoV), llamado finalmente Síndrome Respiratorio Agudo Grave, el cual se ha propagado rápidamente en el mundo (CNN Español, 2020).
Comparativamente con generaciones previas, los estudiantes universitarios ahora enfrentan mayores demandas, tanto en su vida personal como académica (Bergin y Jimmieson, 2017); la situación de la pandemia del covid-19 las incrementó. Con un mundo fuertemente conectado e integrado, los impactos de covid-19 afectaron negativamente a diferentes sectores de las economías, entre ellos al sector educativo. Este no solamente tuvo que responder rápidamente a la adopción de la enseñanza-aprendizaje en línea, sino también a la presión psicológica de los estudiantes, tanto por el miedo a contraer la enfermedad (Reznik et al., 2020), como al sentirse rebasados por las demandas del nuevo sistema y las afectaciones a la economía del campus.
El cierre presencial de las instituciones educativas y su reconfiguración en línea no solamente ha ocasionado el desempleo de personas del sector, sino que ha cuestionado todo el sistema e incluso ha afectado la formación universitaria de muchos estudiantes, incrementando el potencial de abandonar sus estudios (Azevedo et al., 2020). Pocas investigaciones han examinado el efecto del agotamiento emocional sobre la autoeficacia (Rogala et al., 2016) y su efecto sobre la intención de abandono escolar durante la pandemia de covid-19 (Asmundson y Taylor, 2020); por ejemplo, durante el confinamiento en China, los estudiantes universitarios urbanos vivieron ansiedad y miedo relacionados con aspectos económicos, sociales y académicos de la vida en confinamiento (Huang y Rong Liu, 2020). Por ello, esta investigación analiza cómo el miedo a contraer covid-19, el agotamiento emocional y el cinismo afectan la intención de abandonar los estudios, a través de la mediación de la percepción de autoeficacia de los estudiantes universitarios mexicanos.
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