Rubia Cobo-Rendón

TL;DR: Estimating the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year indicated that the perception of students’ social support did not change over time.

TL;DR: It was found that positive affect decreased and negative affect increased during the second academic year, suggesting a process of post-stress growth in relation to the challenges of university life.

TL;DR: The results revealed that students often accessed the learning management system (LMS) with their computers rather than with their smartphones, and the LMS resource that students accessed the most using smartphones was discussion forums, while the one they accessed the least was wiki pages.

TL;DR: In this paper , the effects of emergency remote teaching (ERT) on students' expectations and their experiences of online education were evaluated using a simple prospective design as its method, and the results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education.

TL;DR: In this paper, the authors analyzed the differences among perceived social support, gender, and knowledge area on self-perceived academic performance, and found a statistically significant interaction effect families predominated as a source of social support.