Javier Mella-Norambuena

Bio: Javier Mella-Norambuena is an academic researcher from Federico Santa María Technical University. The author has contributed to research in topics: Psychology & Humanities. The author has an hindex of 3, co-authored 7 publications receiving 14 citations.

Smartphone Use among Undergraduate STEM Students during COVID-19: An Opportunity for Higher Education?

Abstract: Due to the COVID-19 pandemic, students worldwide have continued their education remotely. One of the challenges of this modality is that students need access to devices such as laptops and smartphones. Among these options, smartphones are the most accessible because of their lower price. This study analyzes the usage patterns of smartphone users of undergraduate Science, Technology, Engineering, and Math (STEM) students during the COVID-19 pandemic. This cross-sectional descriptive study included 365 students: 162 (44.4%) women and 203 (55.6%) men from a Chilean university. The results revealed that students often accessed the learning management system (LMS) with their computers rather than with their smartphones. Students were connected to the LMS for more hours on their computers than on their smartphones. However, they spent more hours simultaneously connected on their computers and smartphones than just on their computers. During the day, students accessed the LMS mainly from 13:00 to 1:00. The number of connections decreased from 1:00 to 8:00 and increased from 8:00 to 13:00. The LMS resource that students accessed the most using smartphones was discussion forums, while the one they accessed the least was wiki pages. We expect these results to motivate faculties to schedule their activities during the hours students tend to be online and promote discussion forums.

Expectations and Experiences With Online Education During the COVID-19 Pandemic in University Students

Abstract: Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.

Revisión sistemática de práctica de actividad física en estudiantes universitarios

Abstract: La presente investigacion tiene dos objetivos: (1) describir las investigaciones empiricas desarrolladas sobre la actividad fisica en estudiantes universitarios y (2) especificar limitaciones y orientaciones senaladas en los estudios sobre actividad fisica en estudiantes universitarios. El metodo desarrollado fue una Revision Sistematica de las bases de datos Web of Science (WOS) y Scielo en el periodo de tiempo 2013 a 2018. Los resultados del primer objetivo son descripcion de los estudios respecto del pais, diseno, muestra, objetivos, e instrumentos de medida de las investigaciones. Respecto de los resultados del segundo objetivo, las dos principales limitaciones declaradas en los estudios son el uso de instrumentos de medida de tipo autorreporte y los disenos que son principalemente correlacionales y escasos cuasiexperimento; las dos principales orientaciones son que las universidades fomenten la actividad fisica a traves de programas de intervencion y que sea integrada al curriculum.

Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality

Abstract: Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.

Caracterización Psicosocial y Salud Mental en Familias de Escolares Chilenos durante el Aislamiento Físico por la Covid-19

Abstract: The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to "mitigate" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.

Niveles de estrés, ansiedad y depresión en la primera fase del brote del COVID-19 en una muestra recogida en el norte de España/ Níveis de estresse, ansiedade e depressão na primeira fase do surto de COVID-19 em uma amostra no norte da Espanha/ Stress, anxiety, and depression levels in the initial stage of the COVID-19 outbreak in a population sample in the northern Spain

Abstract: En marzo de 2020, el virus SARS-CoV-2 procedente de China ha llegado a Espana y desde el 14 de marzo se ha declarado el estado de alarma en todo el Estado espanol, llevando al confinamiento a toda la poblacion. La presente investigacion se contextualiza en la Comunidad Autonoma Vasca (situada al norte de Espana). Se han analizado los niveles de estres, ansiedad y depresion a la llegada del virus y se han estudiado los niveles de sintomatologia psicologica segun edad, cronicidad y confinamiento. Se ha recogido una muestra de 976 personas y la medicion de las variables ansiedad, estres y depresion se ha hecho mediante la escala DASS (Escala de Depresion, Ansiedad y Estres). Los resultados demuestran que, aunque los niveles de sintomatologia han sido bajos en general al principio de la alarma, la poblacion mas joven y con enfermedades cronicas ha referido sintomatologia mas alta que el resto de poblacion. Tambien se ha detectado un mayor nivel de sintomatologia a partir del confinamiento, donde las personas tienen prohibido salir de sus casas. Se preve que la sintomatologia aumentara segun vaya transcurriendo el confinamiento. Se defienden intervenciones psicologicas de prevencion y tratamiento para bajar el impacto psicologico que pueda crear esta pandemia.

Effectiveness of smartphone on efl reading: learners’ perception in asian countries

Abstract: COVID-19, the deadly and infectious virus, is a devastating blow for the world. Every single person in the world today has been impaired by Coronavirus in a variety of ways. The educational system across the globe has thundered this new phenomenon. Many institutions have moved their programs from offline to online mode. This pandemic left no other option for the academy but to adopt a new method of pedagogy. Smartphones would be a better way to promote online education. Smartphone users have been rising excessively in Asia in recent years. The purpose of this study is to explore and describe the learners' perception in Asian countries concerning the effectiveness of smartphone on EFL reading. This research is a systematic analysis of a qualitative nature. Altogether, 39 studies were selected on the learning perception of the smartphone for EFL reading. The studies included the following countries: Bangladesh, Indonesia, Iran, the Kingdom of Saudi Arabia, Malaysia, Nepal, Sri Lanka, Taiwan, and Thailand. These nine countries have been chosen from countries in Asia whose official language is different from English. The findings indicate that the reading habit of Asian EFL learners is less and is slowly decreasing, as conventional classrooms may not fulfill learners' needs at times, as printed books are not fun. Using a smartphone for an EFL-reading can be a better choice because the smartphone is accessible and affordable. Leaners spend a significant amount of time on smartphones, especially on social networking sites. Learners use smartphone apps to read vocabulary. The learners stress that smartphones help you find out what to learn and, most importantly, how to learn. Learners accept that using smartphones to learn English enhances their critical thinking, innovative thinking, questionability, problem-solving, communication, and teamwork to some degree. Specifically, the use of smartphone guides them to a lifelong learner who is self-reliant. The common problem with smartphones is interrupted Wi-Fi connectivity. Using a smartphone can contribute to several health issues. The learners' critical issue is the irritation of the eyes caused by the brightness of the screen. Some apps have a few pedagogical elements for reading. Nevertheless, learners agree that a smartphone cannot substitute a good teacher. They need guidance from teachers to decide what to learn and how to learn. Overall, reading smartphones in English has a positive effect in Asia. Article visualizations:

Variables sociocognitivas y su relación con la actividad física en estudiantes universitarios chilenos (Sociocognitive variables and their relationship with physical activity in Chilean university students)

Abstract: The factors that influence physical activity levels are many, however, it is necessary to identify those that can be modified, among them are the sociocognitive variables. The general objective of this research was to analyze the relationship between physical self-concept, motivation, self-efficacy and perception of barriers to physical activity, and subjective wellbeing with the level of physical activity in university students. A cross-sectional predictive design was used and 362 students of Higher Education from a region of southern central Chile participated. To respond to the objectives, a Model of Structural Equations was used, specifically the Probit model suitable for ordinal regressions. The results showed that: (1) self-efficacy for the practice of physical activity, lack of time, lack of will, lack of ability, self-concept of physical condition and physical selfconcept of strength significantly predicted the level of practice of physical activity; (2) the level of physical activity mediates the relationship between sociocognitive variables and positive affectivity. It is possible to conclude that sociocognitive variables influence the levels of physical activity of university students and the latter influences their well-being.

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

Abstract: The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone- and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide context to the classification of the research. Finally, three theoretically guided smartphone programs are presented as evidence of the unique nature of smartphone and learning research. This review concludes with recommendations for the characterization of future research.