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Brathwite, A. ., Oseguera, C. ., & Montenegro, R. . (2022). Emotional impact on students and teachers in times of pandemic in the province of Panama. Revista Semilla Científica, (3), 148–161. Retrieved from https://revistas.umecit.edu.pa/index.php/sc/article/view/1086
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Abstract
There is scientific evidence that affirms that the emotional state influences the attitude of people and is therefore, on many occasions, decisive for the achievement of objectives. Taking this into account, determine the emotional state of students in post-pandemic times. Knowing the impact that the pandemic and confinement had produced on our students and the response that they showed in such a situation, was one of the priority objectives of the teachers to be able to design psychoemotional care plans and thus attend to the students.
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References
Álvarez Marinelli, H. y otros (2020), “La educación en tiempos del coronavirus: los sistemas educativos de América Latina y el Caribe ante COVID-19”, Documento para Discusión, N° IDB-DP-00768, Washington, D.C., Banco Interamericano de Desarrollo.
Berrio García, N., & Rodrigo Mazo, Z. (2013). Estrés académico. Journal of Petrology, 369(1), 1689–1699.
Díaz, S. (2020a). El estrés laboral docente durante COVID-19. ACSI. 2020. 05 de Junio de 2020. https://www.acsilat.org/en/articulos-y-noticias/estres-docente-covid19
Smith, M. (2019). Las emociones de los estudiantes y su impacto en el aprendizaje. Madrid: Narcea.
Berrio García, N., & Rodrigo Mazo, Z. (2013). Estrés académico. Journal of Petrology, 369(1), 1689–1699.
Díaz, S. (2020a). El estrés laboral docente durante COVID-19. ACSI. 2020. 05 de Junio de 2020. https://www.acsilat.org/en/articulos-y-noticias/estres-docente-covid19
Smith, M. (2019). Las emociones de los estudiantes y su impacto en el aprendizaje. Madrid: Narcea.
