<?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>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262021000300026</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v11.n3.2</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pandemia do Coronavírus e Ensino Remoto Emergencial: Percepção do Impacto no Bem Estar de Universitários]]></article-title>
<article-title xml:lang="en"><![CDATA[Coronavirus Pandemic and Emergency Remote Teaching: perception of the impact on the well-being of university students]]></article-title>
<article-title xml:lang="es"><![CDATA[Pandemia de Coronavirus y Enseñanza Remota: percepción del impacto en el bienestar de los estudiantes universitarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Nicole Cristina de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos Junior]]></surname>
<given-names><![CDATA[Randolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miyazaki]]></surname>
<given-names><![CDATA[Maria Cristina de Oliveira Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Loiane Leticia dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Júlio César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castiglioni]]></surname>
<given-names><![CDATA[Lilian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Medicina de São José do Rio Preto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>3</numero>
<fpage>26</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262021000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262021000300026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262021000300026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Jovens em ensino superior são mais vulneráveis ao aparecimento de sintomas psicológicos diante do contexto de COVID-19. Não só a pandemia, como a adaptação à realidade do ensino remoto e demais dificuldades podem afetar o bem estar dos universitários. Por isso, esse estudo buscou investigar a percepção de bem-estar e saúde mental de universitários que realizaram ensino remoto durante a quarentena. Trata-se de um estudo transversal, exploratório e descritivo. Utilizou-se o instrumento &#8220;Questionário sobre percepção do isolamento social por universitários durante quarentena da COVID-19&#8221;. Por meio da técnica por amostragem de referência os universitários divulgaram o link de acesso ao questionário online a seus pares. Participaram 497 estudantes, a maioria mulheres (74,69%) com média de idade 21,71 (DP=2.85), matriculados em Instituição de Ensino Superior pública (IES) (72.89%). Encontrou-se correlação positiva e significante (p&lt;0.0001) para prejuízo no desempenho acadêmico pela adesão ao Ensino Remoto Emergencial e a percepção negativa na saúde mental e no bem-estar. Nos dados qualitativos, foram identificados percepção de maior ansiedade (15.35%), estresse (7.3%) e alteração do sono (7.67%) nos participantes. Cerca de 91.96% dos participantes estão engajados em práticas de auto cuidado e gerenciamento emocional. Portanto, os resultados convergem com a literatura e implicam que o ensino remoto pode impactar negativamente sobre o bem-estar e gerar insegurança quanto à qualidade e solidez da formação acadêmica. Os dados desse estudo sugerem que as instituições implementem atividades preventivas em relação à saúde mental dos estudantes e adequem o ensino remoto a fim de reduzir o sofrimento identificado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Young people in higher education are more vulnerable to the appearance of psychological symptoms in the context of COVID-19. Also, the adaptation to remote education and other difficulties can affect the well-being of university students. Therefore, this study sought to investigate the perception of well-being and mental health of university students who underwent remote education during quarantine. This is a cross-sectional, exploratory, and descriptive study. The instrument used was &#8220;Questionnaire on the perception of social isolation by university students during quarantine of COVID-19&#8221;. Using the reference sampling technique, university students released the link to access the online questionnaire to their peers. 497 students participated, most of them women (74.69%), with mean age of 21.71 (SD = 2.85), enrolled in a public higher education institution (HEI) (72.89%). A positive and significant correlation was found (p &lt;0.0001) for academic performance impaired by the adhesion of Emergency Remote Education and the negative perception of mental health and well-being. In the qualitative part, participants noticed anxiety (15.35%), stress (7.3%) and altered sleep (7.67%). About 91.96% of the participants are engaged in self-care and emotional management practices. Therefore, the results converge with the literature and imply that online education can impact well-being and generate insecurity regarding the quality and solidity of academic training. Data from this study suggest that institutions should implement preventive activities regarding students' mental health and adapt remote learning in order to reduce student&#8217;s distress.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los jóvenes en educación superior son más vulnerables a la aparición de síntomas psicológicos en el contexto de COVID-19. La pandemia, la adaptación a la educación a distancia y otras dificultades afectan el bienestar de los estudiantes universitarios. Este estudio buscó investigar la percepción de bienestar y salud mental de los que realizaron educación remota durante la cuarentena. Esto es un estudio transversal, exploratorio y descriptivo. El instrumento utilizado fue &#8220;Cuestionario sobre la percepción de aislamiento social de estudiantes universitarios durante la cuarentena de COVID-19&#8221;. Utilizando la técnica de muestreo de referencia, los estudiantes lanzaron el enlace para acceder al cuestionario en línea a sus compañeros. Participaron 497 estudiantes, la mayoría mujeres (74,69%) con una media de edad de 21,71 (DE = 2,85) matriculados en una institución pública de educación superior (72,89%). Se encontró una correlación positiva y significativa (p&lt;0,0001) para el rendimiento académico deteriorado por este modelo de enseñanza y la percepción negativa de salud y bienestar mental. En el resultado cualitativo se identificaron percepcíon de mayor ansiedad (15,35%), estrés (7,3%) y alteración del sueño (7,67%). Aproximadamente el 91,96% realiza prácticas de autocuidado y manejo emocional. Por tanto, los resultados convergen con la literatura e implican que la educación remota puede impactar el bienestar y generar inseguridad en cuanto a la calidad y solidez de la formación académica. Los datos de este estudio sugieren que las instituciones deben implementar actividades preventivas relacionadas con la salud mental de los estudiantes y adaptar el aprendizaje a distancia para reducir la angustia de los universitarios.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[qualidade de vida]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[remote teaching]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
<kwd lng="en"><![CDATA[quality of life]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza a distancia]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="es"><![CDATA[calidad de vida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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