<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962023000300009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias de aprendizaje y emocionales en relación con apoyos percibidos por universitarios durante la COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem e experiências emocionais em relação ao apoio percebido por universitários durante a COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning and emotional experiences in relation to the support perceived by university students during COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaeta González]]></surname>
<given-names><![CDATA[Martha Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Guardado]]></surname>
<given-names><![CDATA[María del Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaeta González]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malpica Maury]]></surname>
<given-names><![CDATA[Olga Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Popular Autónoma del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Internacional De La Paz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962023000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962023000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962023000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Durante la pandemia por la COVID-19, los universitarios continuaron sus estudios mediante la educación remota, involucrando distintos recursos institucionales y competencias del profesorado y del alumnado. El objetivo de este artículo fue analizar las experiencias de aprendizaje y emocionales del estudiantado a partir de los apoyos institucionales y docentes percibidos durante la COVID-19, tras un año de educación remota. Se utilizó un método mixto (cuantitativo-cualitativo); en la fase cuantitativa se aplicó un cuestionario de autoinforme a 682 estudiantes y en la fase cualitativa se entrevistó a 21 estudiantes. Para el análisis de los resultados cuantitativos se utilizó el programa estadístico SPSS v22 y los datos cualitativos se analizaron artesanalmente. Los resultados indican que el estudiantado empleó diversas estrategias que contribuyen a la autorregulación de su aprendizaje y en general experimentó emociones positivas, aunque también ansiedad y estrés. Los estudiantes estuvieron satisfechos en general con las medidas institucionales y docentes implementadas; los accesos a las plataformas virtuales, así como la adaptación de contenidos, estrategias didácticas y actitud empática del profesorado fueron altamente valorados, ante la sobrecarga académica y disminución de las interacciones percibidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Durante a pandemia de COVID-19, os universitários deram continuidade aos seus estudos por meio da educação a distância, envolvendo diferentes recursos institucionais e competências de professores e alunos. O objetivo deste artigo foi analisar as experiências de aprendizagem e emocionais do corpo discente a partir do apoio institucional e docente recebido durante a COVID-19, após um ano de ensino à distância. Foi utilizado um método misto (quantitativo-qualitativo); Na fase quantitativa foi aplicado um questionário autoaplicável a 682 alunos e na fase qualitativa foram entrevistados 21 alunos. Para a análise dos resultados quantitativos foi utilizado o programa estatístico SPSS v22 e os dados qualitativos foram analisados manualmente. Os resultados indicam que os alunos utilizaram várias estratégias que contribuem para a autorregulação da sua aprendizagem e em geral experimentaram emoções positivas, mas também ansiedade e stress. Os alunos mostraram-se globalmente satisfeitos com as medidas institucionais e pedagógicas implementadas; o acesso às plataformas virtuais, bem como a adaptação de conteúdos, estratégias didáticas e atitude empática dos professores foram muito valorizados, dada a sobrecarga acadêmica e diminuição das interações percebidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT During the COVID-19 pandemic, university students continued their studies through remote education, involving different institutional resources and competencies of teachers and students. The objective of this article was to analyze the learning and emotional experiences of the student body based on the institutional and teacher support received during COVID-19, after a year of remote education. A mixed method (quantitative-qualitative) was used; In the quantitative phase, a self-report questionnaire was applied to 682 students and in the qualitative phase, 21 students were interviewed. For the analysis of the quantitative results, the statistical program SPSS v22 was used and the qualitative data were analyzed by hand. The results indicate that the students used various strategies that contribute to the self-regulation of their learning and in general experienced positive emotions, but also anxiety and stress. The students were generally satisfied with the implemented institutional and teaching measures; access to virtual platforms, as well as the adaptation of content, didactic strategies and empathic attitude of teachers were highly valued, given the academic overload and decreased perceived interactions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[afectividad]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[afetividade]]></kwd>
<kwd lng="pt"><![CDATA[aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudante universitário]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[affectivity]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[college student]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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