The year 2020 has been marked by the emergence of coronavirus disease 2019 (COVID-19). This virus has reached many countries and has paralyzed the lives of many people who have been forced to stay at ...home in confinement. There have been many studies that have sought to analyze the impact of this pandemic from different perspectives; however, this study will pay attention to how it has affected and how it may affect children between 0 and 12 years in the future after the closure of schools for months.
The objective of this article is to learn about the research carried out on the child population in times of confinement, especially those dealing with the psychological and motor aspects of minors.
To carry out this systematic review, the PRISMA statement has been followed to achieve an adequate and organized structure of the manuscript. The bibliography has been searched in the Web of Science (WOS), Scopus, and Dialnet databases, using as keywords: "COVID-19" and "Children." The criteria that were established for the selection of the articles were (1) articles focusing on an age of up to 12 years, (2) papers relating COVID-19 to children, and (3) studies analyzing the psychological and motor characteristics of children during confinement.
A total of nine manuscripts related to the psychological and motor factors in children under 12 have been found. The table presenting the results includes the authors, title, place of publication, and key ideas of the selected manuscripts.
After concluding the systematic review, it has been detected that there are few studies that have focused their attention on the psychological, motor, or academic problems that can occur to minors after a situation of these characteristics. Similarly, a small number of studies have been found that promote actions at the family and school level to reverse this situation when life returns to normal. These results may be useful for future studies that seek to expand the information according to the evolution of the pandemic.
El objetivo del estudio fue analizar la autopercepción del nivel de actividad física de los escolares de sexto curso de Educación Primaria y contrastarla con la percepción de sus maestros de ...Educación Física. Se administró el Physical Activity Questionnaire for Older Children a una muestra representativa de 329 escolares de sexto curso (11-12 años) de los 31 centros educativos de Logroño (La Rioja). Igualmente, un maestro de Educación Física de cada centro completó el cuestionario por duplicado, reportando su percepción para el caso de los chicos y de las chicas. También se preguntó por el tiempo frente a la pantalla. Los niveles de Actividad Física fueron estadísticamente superiores en los chicos, especialmente, en las clases de Educación Física, los recreos y los fines de semana. Estas diferencias fueron percibidas por los maestros en los dos últimos casos. Al contrastar las respuestas de los chicos y sus profesores, estos sobreestimaron la Actividad Física realizada por sus alumnos antes y después de comer, subestimando la práctica realizada los fines de semana. En el caso de las chicas, también subestimaron su actividad durante los fines de semana, así como la del global de la semana. Por último, respecto al tiempo de pantalla, no hubo diferencias entre sexos, pero en ambos casos los profesores sobreestimaron el tiempo reportado por su alumnado. Dadas las diferencias encontradas, es preciso analizar los hábitos de práctica de nuestro alumnado, comprenderlos y, de este modo, intervenir de forma eficaz, especialmente, desde las escuelas como elementos clave de promoción de la salud.
Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor ...satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence. This meta-analysis allowed us to look across these variables of the primary studies and identify the pattern of student outcomes (e.g., perceived learning and satisfaction) in relation to social presence through scrutiny of differences between the studies. The results showed a moderately large positive average correlation between social presence and satisfaction (r = 0.56, k = 26) and social presence and perceived learning (r = 0.51, k = 26). Large variation among correlations (86.7% for satisfaction and 92.8% for perceived learning, respectively) also indicated systematic differences among these correlations due to online course settings. We found that (a) the strength of the relationship between social presence and satisfaction was moderated by the course length, discipline area, and scale used to measure social presence; and (b) the relationship between social presence and perceived learning was moderated by the course length, discipline area, and target audience of the course. Implications and future research are discussed.
•This meta-analysis examined the relationship between Social Presence (SP) and students' satisfaction and perceived learning.•Strong positive relationship between SP and satisfaction.•Strong positive relationship between SP and perceived learning.•Course length, discipline, and SP scale significant moderators for satisfaction.•Course length, discipline, and audience significant moderators for perceived learning.
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