Resumen: This monograph has allowed us to present a psychoeducational view of the effects
of the COVID-19 pandemic. We confirm here that research in education contributes its
own evidence and specific models for identifying this problem.
The first paper gives us a general overview and review of the problem
(Cachón-Zagalaz et al.). Next, a joint editorial paper presents a novel theoretical model
that provides for a purely psychoeducational analysis of the pandemic (de la Fuente,
Kauffman, et al.).
A second group of articles presents the psychological and emotional impact of the
COVID-19 pandemic in students of different ages. Several papers address university
students (Fernández-Castillo). Next, other research studies address the preuniversity
level, in childhood and adolescence (Andrés-Romero et al.; Berasategi et al.; Martarelli
et al.; Valadez et al.; Zaccoletti et al.). Finally, two studies show the psychological impact
on students with specific educational needs (Lavigne-Cerván et al.; Soriano-Ferrer et al.).
One especially relevant aspect is the behavioral change in technology use during
the pandemic (Nieto-Escamez and Roldán-Tapia; Obrero-Gaitán et al.; Provenzi et al.;
Yang et al.). Other changes in the teaching-learning process have also come about during
this period (Buško and Bezinovi¿c; de la Fuente et al.; Jeli¿nska and Paradowski; Xu et al.;
Ozamiz-Etxebarria et al.).
An interesting closing paper offers the perspective of psychoeducational support that
has been provided during the pandemic (Karaman et al.).
Frontiers
