<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
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      <dc:title>The Mediating Role of Psychosocial Factors in Academic Performance in Higher Education: Characterization Based on the Adaptation of Teaching Due to COVID-19</dc:title>
      <dc:creator>Gamarra Vengoechea, María Alejandra</dc:creator>
      <dc:creator>Chacón Cuberos, Ramón</dc:creator>
      <dc:creator>Pérez Mármol, Mariana</dc:creator>
      <dc:creator>Castro Sánchez, Manuel</dc:creator>
      <dc:subject>Academic performance</dc:subject>
      <dc:subject>Higher education</dc:subject>
      <dc:subject>Psychosocial factors</dc:subject>
      <dc:description>(1) Background: The current study aimed to examine the mediating role of psychosocial&#xd;
factors in academic performance in higher education based on the adaptation of teaching due to&#xd;
COVID-19. (2) Methods: The methodological design is descriptive–exploratory, cross-sectional, and&#xd;
ex post-facto, using a structural equation model in a sample of 824 university students from Granada.&#xd;
For data collection, the AF-5 questionnaire was used for self-concept; EME-E for motivation, REIS&#xd;
for emotional intelligence, and CD-RISC for resilience, in addition to a specific questionnaire for&#xd;
sociodemographic and academic data. (3) Results: The findings show that (a) academic performance&#xd;
was positively related to personal competence and inversely related to self-confidence, with a higher&#xd;
regression weight in students who did not experience adaptations; that (b) there is a positive relationship&#xd;
between intrinsic motivation and academic performance; that (c) personal competence helped&#xd;
to decrease demotivation in students; and that (d) a positive self-concept acts as a protective factor&#xd;
against demotivation. (4) Conclusions: Therefore, the relevance of educational institutions in the&#xd;
holistic development of young adults is highlighted, ensuring not only academic success but also the&#xd;
emotional and personal well-being of students in a constantly changing world.</dc:description>
      <dc:date>2024-09-20T10:38:29Z</dc:date>
      <dc:date>2024-09-20T10:38:29Z</dc:date>
      <dc:date>2024-11-02</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Gamarra-Vengoechea, M.A.; Chacón-Cuberos, R.; Pérez-Mármol, M.; Castro-Sánchez, M. The Mediating Role of Psychosocial Factors in Academic Performance in Higher Education: Characterization Based on the Adaptation of Teaching Due to COVID-19. Educ. Sci. 2023, 13, 1105. https://doi.org/10.3390/educsci13111105</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/94776</dc:identifier>
      <dc:identifier>10.3390/educsci13111105</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución 4.0 Internacional</dc:rights>
      <dc:publisher>MDPI</dc:publisher>
   </ow:Publication>
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