Luis Jorge Martín Antón
University of Valladolid, Spain

Learning in times of pandemic: the impact of emotional management and social support. (On-site)

Participants: Juan Carlos García Alonso; Paula Molinero González; José Luis Rodríguez Sáez; Lorena Valdivieso León.

The consequences of the COVID-19 pandemic in all areas of life are manifold. Not only those directly related to health, but also psychological and social ones, derived from restrictions on freedom of movement and social interactions. The educational field has not been an exception, and in which educational institutions had to implement sudden, unpremeditated changes, and in constant adaptation to health measures. Although the situation has improved substantially, the social change and media effect makes it foreseeable that it will take time to return to the pre-pandemic situation, in addition to the medium and long term consequences it will have on students. This symposium presents the results of several investigations whose objective has been to know the impact of the modifications introduced due to the pandemic (personal, social, organizational, didactic) on the socioemotional management of students, and their repercussions on variables that condition learning, such as self-regulation, procrastination, social support, social acceptance or academic stress.

Associate Professor in the area of Developmental and Educational Psychology at the University of Valladolid. Two recognized research periods. Academic Secretary of the Department of Psychology of the University of Valladolid. He belongs to the Research Group of Excellence GR179 Psychology of Education, and to the Consolidated Research Unit UIC 348. Educational and Health Psychology: application of Artificial Intelligence Techniques. Director of several doctoral theses and author of publications in journals of impact related to the following lines of research: assessment and improvement of cognitive strategies in all educational stages, self-regulation of learning, motivational teaching skills and teaching effectiveness, and assessment and intervention to reduce peer rejection at school age. Teaching is focused on master's degrees: both research and secondary teacher training.



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