Resumen

BRICIO-BARRIOS, E.E. et al. Self-perception of the university student’s emotions on returning to face-to-face activities after the end of voluntary isolation by COVID-19. RIIIT. Rev. int. investig. innov. tecnol. [online]. 2023, vol.11, n.63, pp.95-107.  Epub 26-Ene-2026. ISSN 2007-9753.

The objective of this work is to determine which are the predominant emotions of the students of the Tecnológico Nacional de México/Instituto Tecnológico de Colima after the return to academic activities during the COVID 19 serving as a basis for the implementation of measures to mitigate the harmful effects of the SARS-CoV-2 pandemic. The intensity of emotions such as joy, sadness, hostility, and anxiety was quantified using the Mood Assessment Scale (EVEA, for its acronym in Spanish), through 16 questions to identify these emotions under an 11-level Likert-type scale ranging from "none" to "overwhelming" intensity. These surveys were assigned every week during the first month of return to face-to-face activities to five groups with different levels of academic progress studying in the humanities and exact sciences. Data collection was carried out through "Google Forms" where the participants chose the level of intensity of 16 questions associated with the four emotions. At the end of the four weeks of sampling, with a total of 288 responses, the database was curated, processed and the results analyzed through the online platform "Google Colab", which allowed different classifications to be made based on gender, level of academic progress, subject studied and teacher who taught the subject. The results showed that, in all groups of students, joy is most frequently identified emotion. However, students who took written assessments for the first time, after social isolation, showed higher intensity of negative emotions, such as hostility and anxiety, than those who were taking a course for the second or third time. When evaluating the temporal evolution of the intensity of emotions between weeks, a statistically significant difference in the joy-anxiety and hostility-sadness relationship of the first compared to the second week of face-to-face activities was observed in most groups. Meanwhile, the emotion correlation test showed that advanced semester students distinguish the mix of positive and negative feelings. These results can be implemented as a niche of opportunity for the incorporation of self-help techniques that allow the identification, and control of emotions that are associated with low academic and social achievement.

Palabras llave : distance education; emotional state; pandemic; SARS-CoV-2.

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