Construcción y validación de la Escala de Afectación del COVID-19 (EAC-19) en estudiantes universitarios
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ene 30, 2023
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Abou Hashish, E. A., Baatiah, N. Y., Bashaweeh, A. H., & Kattan, A. M. (2022). The online learning experience and reported headaches associated with screen exposure time among Saudi health sciences students during the COVID-19 pandemic. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03235-8
Alfakeh, S. A. (2021). Impact of Covid-19 on the Mental Health of University Students. Ann Med Health Sci Res, 11, 1348–1353.
Antúnez, Z., & Vinet, E. v. (2012). Escalas de depresión, ansiedad y estrés (DASS - 21): Validación de la versión abreviada en estudiantes universitarios Chilenos. Terapia Psicologica, 30(3), 49–55. https://doi.org/10.4067/S0718-48082012000300005
Appleby, J. A., King, N., Saunders, K. E., Bast, A., Rivera, D., Byun, J., Cunningham, S., Khera, C., & Duffy, A. C. (2022). Impact of the COVID-19 pandemic on the experience and mental health of university students studying in Canada and the UK: A cross-sectional study. BMJ Open, 12(1). https://doi.org/10.1136/bmjopen-2021-050187
Arbuckle, J. L. (2014). Amos 23.0 User’s Guide. IBM SPSS.
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología/Annals of Psychology, 29(3), 1038–1059.
Bai, Y., Liu, X., Zhang, B., Fu, M., Huang, N., Hu, Q., & Guo, J. (2022). Associations of youth mental health, parental psychological distress, and family relationships during the COVID-19 outbreak in China. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-03938-8
Charbonnier, E., Goncalves, A., Puechlong, C., Montalescot, L., & le Vigouroux, S. (2022). Two Years and Four Time Points: Description of Emotional State and Coping Strategies of French University Students during the COVID-19 Pandemic. Viruses, 14(4). https://doi.org/10.3390/v14040782
Chaves Barboza, E., & Rodríguez Miranda, L. (2018). Análisis de confiabilidad y validez de un cuestionario sobre entornos personales de aprendizaje (PLE). Ensayos Pedagógicos, 13(1), 71–106.
Dosil-Santamaria, M., Ozamiz-Etxebarria, N., Mondragon, N. I., Reyes-Sosa, H., & Santabárbara, J. (2022). Emotional State of Mexican University Students in the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19042155
Gałczyk, M., Zalewska, A., Białokoz-Kalinowska, I., & Sobolewski, M. (2021). Chronic back condition and the level of physical activity as well as internet addiction among physiotherapy students during the covid-19 pandemic in poland. International Journal of Environmental Research and Public Health, 18(13). https://doi.org/10.3390/ijerph18136718
IBM, C. (2017). IBM SPSS Statistics for Windows. http://www-01.ibm.com/support/docview.wss?uid=swg21476197
Ismail, M. M., el Shorbagy, K. M., Mohamed, A. R., & Griffin, S. H. (2020). Cross-cultural adaptation and validation of the Arabic version of the Western Ontario Shoulder Instability Index (WOSI-Arabic). Orthopaedics & Traumatology: Surgery & Research, 106(6), 1135–1139. https://doi.org/10.1016/J.OTSR.2020.04.006
Li, M., Li, W.-Q., & Li, L. M. W. (2019). Sensitive periods of moving on mental health and academic performance among university students. Frontiers in Psychology, 10, 1289.
Liu, C., McCabe, M., Dawson, A., Cyrzon, C., Shankar, S., Gerges, N., Kellett-Renzella, S., Chye, Y., & Cornish, K. (2021). Identifying predictors of university students’ wellbeing during the COVID-19 pandemic—a data-driven approach. International Journal of Environmental Research and Public Health, 18(13). https://doi.org/10.3390/ijerph18136730
Liu, H., Zhou, Z., Zhu, E., Huang, L., & Zhang, M. (2022). Smartphone addiction and its associated factors among freshmen medical students in China: a cross-sectional study. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-03957-5
Ma, S., Yang, J., Xu, J., Zhang, N., Kang, L., Wang, P., Wang, W., Yang, B., Li, R., Xiang, D., Bai, H., & Liu, Z. (2022). Using network analysis to identify central symptoms of college students’ mental health. Journal of Affective Disorders, 311, 47–54. https://doi.org/10.1016/j.jad.2022.05.065
Martínez-Líbano, J., & Yeomans Cabrera, M. M. (2021). SUICIDAL IDEATION AND SUICIDAL THOUGHTS IN UNIVERSITY STUDENTS DURING THE COVID-19 PANDEMIC: A SYSTEMATIC REVIEW. Revista Argentina de Clinica Psicologica, 30(2), 390–405. https://doi.org/10.24205/03276716.2020.40
Martínez-Líbano, J., Yeomans Cabrera, M. M., González Campusano, N., & Campos Flores, E. (2021). Emotional Exhaustion and Mental Health in a Sample of Chilean Social Science Students During the COVID-19 Pandemic. {PSOCIAL} Journal of Research in Social Psychology, 7(2), 69–81.
Martínez-Líbano, J., Yeomans, M.-M., & Oyanedel, J.-C. (2022). Psychometric Properties of the Emotional Exhaustion Scale (ECE) in Chilean Higher Education Students. European Journal of Investigation in Health, Psychology and Education, 12(1), 50–60. https://doi.org/10.3390/ejihpe12010005
Mella, F. R., Vinet, E. v, & Muñoz, A. M. A. (2014). Escalas de depresión, ansiedad y estrés (DASS-21): Adaptación y propiedades psicométricas en estudiantes secundarios de Temuco. Revista Argentina de Clínica Psicológica, 23(2), 179–190.
Merino-Soto, C. A. (2018). Intervalos de confianza para la diferencia entre coeficientes de validez de contenido (V Aiken): Una sintaxis SPSS. Anales de Psicología/Annals of Psychology, 34(3), 587–590.
Nylén-Eriksen, M., Lara-Cabrera, M. L., Grov, E. K., Skarsvaag, H., Lie, I., Dahl-Michelsen, T., Sæterstrand, T. M., Mandahl, A., Hafstad, H., Lersveen, M. B., Lersveen, M. B., & Bjørnnes, A. K. (2022). Fighting the waves; Covid-19 family life interference in a neurodevelopmental disorder-caregiver population. BMC Health Services Research, 22(1). https://doi.org/10.1186/s12913-022-07836-3
Ogawa, T., Shiratori, Y., Tachikawa, H., Sodeyama, N., Ota, M., Midorikawa, H., & Arai, T. (2021). Association between depressive state and behavioral changes induced by the state of emergency for Coronavirus disease 2019: Evidence from university students in Japan. Acta Psychologica, 221. https://doi.org/10.1016/j.actpsy.2021.103445
Park, S. H., Song, Y. J. C., Demetriou, E. A., Pepper, K. L., Thomas, E. E., Hickie, I. B., & Guastella, A. J. (2020). Validation of the 21-item Depression, Anxiety, and Stress Scales (DASS-21) in individuals with autism spectrum disorder. Psychiatry Research, 291(February), 113300. https://doi.org/10.1016/j.psychres.2020.113300
Pastor, B. F. R. (2018). Índice de validez de contenido: Coeficiente V de Aiken. Pueblo Continente, 29(1), 193–197.
Piya, F. L., Amin, S., Das, A., & Kabir, M. A. (2022). Impacts of COVID-19 on the Education, Life and Mental Health of Students in Bangladesh. International Journal of Environmental Research and Public Health, 19(2). https://doi.org/10.3390/ijerph19020785
Qeadan, F., Egbert, J., & English, K. (2022). Associations between problematic internet use and substance misuse among US college students. Computers in Human Behavior, 134. https://doi.org/10.1016/j.chb.2022.107327
Román, F., Santibáñez, P., & Vinet, E. v. (2016). Uso de las Escalas de Depresión Ansiedad Estrés (DASS-21) como instrumento de tamizaje en jóvenes con problemas clínicos. Acta de Investigación Psicológica, 6(1), 2325–2336.
Sanchis-Soler, G., García-Jaén, M., Sebastia-Amat, S., Diana-Sotos, C., & Tortosa-Martinez, J. (2022). Actions for a healthy university: Impact on mental and physical health in young people | Acciones para una universidad saludable: Impacto sobre la salud mental y física de los jóvenes. Retos, 45, 1045–1052. https://doi.org/10.47197/retos.v44i0.91940
Savage, S. (2021). The experience of mothers as university students and pre-service teachers during Covid-19: recommendations for ongoing support. Studies in Continuing Education. https://doi.org/10.1080/0158037X.2021.1994938
Stanley, E., Muntner, P., Re, R. N., Frohlich, E. D., Holt, E., & Krousel-Wood, M. A. (2011). Quality of life in hypertensive clinic patients following hurricane Katrina. Ochsner Journal, 11(3), 226–231. https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052713671&partnerID=40&md5=7d80f5b3a8b9f5b544e1d81a3884b18b
Stanley, S. M., & Markman, H. J. (2020). Helping Couples in the Shadow of COVID-19. Family Process, 59(3), 937–955. https://doi.org/10.1111/famp.12575
Suwinyattichaiporn, T., & Johnson, Z. D. (2022). The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation. Journal of Hispanic Higher Education, 21(3), 297–314. https://doi.org/10.1177/1538192720964922
Vereecke, S., Sorensen, K., Zhu, J., Liu, D., Jiao, F., Wang, X., Wang, S., Zhou, X., Duan, X., Liu, Y., Liu, Y., & Wang, J. (2022). The impact of physical conditions on the incidence of major depressive disorder in Chinese university students: Results from a longitudinal study. Journal of Affective Disorders, 303, 301–305. https://doi.org/10.1016/j.jad.2022.02.041
Wang, J., & Wang, X. (2019). Structural equation modeling: Applications using Mplus. John Wiley & Sons.
Yeomans, M. M., & Silva, A. (2020). Pedagogical and Psychosocial Implications of Quarantine by Covid-19 on Chilean Students. Revista Educación Las Américas, 10. http://revistas.udla.cl/rea/index.php/rea/article/view/78
Alfakeh, S. A. (2021). Impact of Covid-19 on the Mental Health of University Students. Ann Med Health Sci Res, 11, 1348–1353.
Antúnez, Z., & Vinet, E. v. (2012). Escalas de depresión, ansiedad y estrés (DASS - 21): Validación de la versión abreviada en estudiantes universitarios Chilenos. Terapia Psicologica, 30(3), 49–55. https://doi.org/10.4067/S0718-48082012000300005
Appleby, J. A., King, N., Saunders, K. E., Bast, A., Rivera, D., Byun, J., Cunningham, S., Khera, C., & Duffy, A. C. (2022). Impact of the COVID-19 pandemic on the experience and mental health of university students studying in Canada and the UK: A cross-sectional study. BMJ Open, 12(1). https://doi.org/10.1136/bmjopen-2021-050187
Arbuckle, J. L. (2014). Amos 23.0 User’s Guide. IBM SPSS.
Ato, M., López-García, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología/Annals of Psychology, 29(3), 1038–1059.
Bai, Y., Liu, X., Zhang, B., Fu, M., Huang, N., Hu, Q., & Guo, J. (2022). Associations of youth mental health, parental psychological distress, and family relationships during the COVID-19 outbreak in China. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-03938-8
Charbonnier, E., Goncalves, A., Puechlong, C., Montalescot, L., & le Vigouroux, S. (2022). Two Years and Four Time Points: Description of Emotional State and Coping Strategies of French University Students during the COVID-19 Pandemic. Viruses, 14(4). https://doi.org/10.3390/v14040782
Chaves Barboza, E., & Rodríguez Miranda, L. (2018). Análisis de confiabilidad y validez de un cuestionario sobre entornos personales de aprendizaje (PLE). Ensayos Pedagógicos, 13(1), 71–106.
Dosil-Santamaria, M., Ozamiz-Etxebarria, N., Mondragon, N. I., Reyes-Sosa, H., & Santabárbara, J. (2022). Emotional State of Mexican University Students in the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19042155
Gałczyk, M., Zalewska, A., Białokoz-Kalinowska, I., & Sobolewski, M. (2021). Chronic back condition and the level of physical activity as well as internet addiction among physiotherapy students during the covid-19 pandemic in poland. International Journal of Environmental Research and Public Health, 18(13). https://doi.org/10.3390/ijerph18136718
IBM, C. (2017). IBM SPSS Statistics for Windows. http://www-01.ibm.com/support/docview.wss?uid=swg21476197
Ismail, M. M., el Shorbagy, K. M., Mohamed, A. R., & Griffin, S. H. (2020). Cross-cultural adaptation and validation of the Arabic version of the Western Ontario Shoulder Instability Index (WOSI-Arabic). Orthopaedics & Traumatology: Surgery & Research, 106(6), 1135–1139. https://doi.org/10.1016/J.OTSR.2020.04.006
Li, M., Li, W.-Q., & Li, L. M. W. (2019). Sensitive periods of moving on mental health and academic performance among university students. Frontiers in Psychology, 10, 1289.
Liu, C., McCabe, M., Dawson, A., Cyrzon, C., Shankar, S., Gerges, N., Kellett-Renzella, S., Chye, Y., & Cornish, K. (2021). Identifying predictors of university students’ wellbeing during the COVID-19 pandemic—a data-driven approach. International Journal of Environmental Research and Public Health, 18(13). https://doi.org/10.3390/ijerph18136730
Liu, H., Zhou, Z., Zhu, E., Huang, L., & Zhang, M. (2022). Smartphone addiction and its associated factors among freshmen medical students in China: a cross-sectional study. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-03957-5
Ma, S., Yang, J., Xu, J., Zhang, N., Kang, L., Wang, P., Wang, W., Yang, B., Li, R., Xiang, D., Bai, H., & Liu, Z. (2022). Using network analysis to identify central symptoms of college students’ mental health. Journal of Affective Disorders, 311, 47–54. https://doi.org/10.1016/j.jad.2022.05.065
Martínez-Líbano, J., & Yeomans Cabrera, M. M. (2021). SUICIDAL IDEATION AND SUICIDAL THOUGHTS IN UNIVERSITY STUDENTS DURING THE COVID-19 PANDEMIC: A SYSTEMATIC REVIEW. Revista Argentina de Clinica Psicologica, 30(2), 390–405. https://doi.org/10.24205/03276716.2020.40
Martínez-Líbano, J., Yeomans Cabrera, M. M., González Campusano, N., & Campos Flores, E. (2021). Emotional Exhaustion and Mental Health in a Sample of Chilean Social Science Students During the COVID-19 Pandemic. {PSOCIAL} Journal of Research in Social Psychology, 7(2), 69–81.
Martínez-Líbano, J., Yeomans, M.-M., & Oyanedel, J.-C. (2022). Psychometric Properties of the Emotional Exhaustion Scale (ECE) in Chilean Higher Education Students. European Journal of Investigation in Health, Psychology and Education, 12(1), 50–60. https://doi.org/10.3390/ejihpe12010005
Mella, F. R., Vinet, E. v, & Muñoz, A. M. A. (2014). Escalas de depresión, ansiedad y estrés (DASS-21): Adaptación y propiedades psicométricas en estudiantes secundarios de Temuco. Revista Argentina de Clínica Psicológica, 23(2), 179–190.
Merino-Soto, C. A. (2018). Intervalos de confianza para la diferencia entre coeficientes de validez de contenido (V Aiken): Una sintaxis SPSS. Anales de Psicología/Annals of Psychology, 34(3), 587–590.
Nylén-Eriksen, M., Lara-Cabrera, M. L., Grov, E. K., Skarsvaag, H., Lie, I., Dahl-Michelsen, T., Sæterstrand, T. M., Mandahl, A., Hafstad, H., Lersveen, M. B., Lersveen, M. B., & Bjørnnes, A. K. (2022). Fighting the waves; Covid-19 family life interference in a neurodevelopmental disorder-caregiver population. BMC Health Services Research, 22(1). https://doi.org/10.1186/s12913-022-07836-3
Ogawa, T., Shiratori, Y., Tachikawa, H., Sodeyama, N., Ota, M., Midorikawa, H., & Arai, T. (2021). Association between depressive state and behavioral changes induced by the state of emergency for Coronavirus disease 2019: Evidence from university students in Japan. Acta Psychologica, 221. https://doi.org/10.1016/j.actpsy.2021.103445
Park, S. H., Song, Y. J. C., Demetriou, E. A., Pepper, K. L., Thomas, E. E., Hickie, I. B., & Guastella, A. J. (2020). Validation of the 21-item Depression, Anxiety, and Stress Scales (DASS-21) in individuals with autism spectrum disorder. Psychiatry Research, 291(February), 113300. https://doi.org/10.1016/j.psychres.2020.113300
Pastor, B. F. R. (2018). Índice de validez de contenido: Coeficiente V de Aiken. Pueblo Continente, 29(1), 193–197.
Piya, F. L., Amin, S., Das, A., & Kabir, M. A. (2022). Impacts of COVID-19 on the Education, Life and Mental Health of Students in Bangladesh. International Journal of Environmental Research and Public Health, 19(2). https://doi.org/10.3390/ijerph19020785
Qeadan, F., Egbert, J., & English, K. (2022). Associations between problematic internet use and substance misuse among US college students. Computers in Human Behavior, 134. https://doi.org/10.1016/j.chb.2022.107327
Román, F., Santibáñez, P., & Vinet, E. v. (2016). Uso de las Escalas de Depresión Ansiedad Estrés (DASS-21) como instrumento de tamizaje en jóvenes con problemas clínicos. Acta de Investigación Psicológica, 6(1), 2325–2336.
Sanchis-Soler, G., García-Jaén, M., Sebastia-Amat, S., Diana-Sotos, C., & Tortosa-Martinez, J. (2022). Actions for a healthy university: Impact on mental and physical health in young people | Acciones para una universidad saludable: Impacto sobre la salud mental y física de los jóvenes. Retos, 45, 1045–1052. https://doi.org/10.47197/retos.v44i0.91940
Savage, S. (2021). The experience of mothers as university students and pre-service teachers during Covid-19: recommendations for ongoing support. Studies in Continuing Education. https://doi.org/10.1080/0158037X.2021.1994938
Stanley, E., Muntner, P., Re, R. N., Frohlich, E. D., Holt, E., & Krousel-Wood, M. A. (2011). Quality of life in hypertensive clinic patients following hurricane Katrina. Ochsner Journal, 11(3), 226–231. https://www.scopus.com/inward/record.uri?eid=2-s2.0-80052713671&partnerID=40&md5=7d80f5b3a8b9f5b544e1d81a3884b18b
Stanley, S. M., & Markman, H. J. (2020). Helping Couples in the Shadow of COVID-19. Family Process, 59(3), 937–955. https://doi.org/10.1111/famp.12575
Suwinyattichaiporn, T., & Johnson, Z. D. (2022). The Impact of Family and Friends Social Support on Latino/a First-Generation College Students’ Perceived Stress, Depression, and Social Isolation. Journal of Hispanic Higher Education, 21(3), 297–314. https://doi.org/10.1177/1538192720964922
Vereecke, S., Sorensen, K., Zhu, J., Liu, D., Jiao, F., Wang, X., Wang, S., Zhou, X., Duan, X., Liu, Y., Liu, Y., & Wang, J. (2022). The impact of physical conditions on the incidence of major depressive disorder in Chinese university students: Results from a longitudinal study. Journal of Affective Disorders, 303, 301–305. https://doi.org/10.1016/j.jad.2022.02.041
Wang, J., & Wang, X. (2019). Structural equation modeling: Applications using Mplus. John Wiley & Sons.
Yeomans, M. M., & Silva, A. (2020). Pedagogical and Psychosocial Implications of Quarantine by Covid-19 on Chilean Students. Revista Educación Las Américas, 10. http://revistas.udla.cl/rea/index.php/rea/article/view/78
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Artículos de investigación
Martínez-Líbano, J. (2023). Construcción y validación de la Escala de Afectación del COVID-19 (EAC-19) en estudiantes universitarios. Revista Educación Las Américas, 12(1). https://doi.org/10.35811/rea.v12i1.188
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Resumen
La pandemia del COVID-19 ha sido especialmente compleja para los estudiantes de educación superior y sus consecuencias y nivel de afectación en esta población aun no se conocen del todo. Es por tanto que se construyó la Escala de Afectación del COVID-19 (EAC-19) para determinar las principales áreas en donde esta pandemia ha generado problemas en esta población. Se construyó una escala Likert con 10 ítems, cuya validez de contenido fue realizada a través de 10 expertos, a través de la V de Aiken, dejando solo los reactivos con índices superiores a 0.70. Luego se aplicó el instrumento en una muestra de 500 estudiantes de educación superior, 82.4% mujeres y 17.3% hombres con una media de 32 años. En esta aplicación la confiabilidad del instrumento fue buena con 0.895. El instrumento muestra validez convergente con el DASS-21 (p < .001). Finalmente se analizaron las propiedades psicométricas a través de un Análisis Factorial Exploratorio (AFE) donde se confirmó la Unifactorialidad de la escala con un KMO de 0.895 un chi-cuadrado de 2862.399, posteriormente se procedió con el Análisis Factorial Confirmatorio (AFC) en donde se comprobó las bondades y el buen ajuste del instrumento con los indicadores CFI 0.966; TLI 0.95 y RMSEA 0.75. A partir de lo anterior entonces se puede concluir que el EAC-19 es un buen instrumento para medir el grado de afectación de la pandemia del COVID-19 en estudiantes de educación superior.
Palabras clave
estudiantes universitarios
pandemia
covid-19
afectación
salud mental