Analysis and psychoeducational implications of the behavior factor during the COVID-19 emergency

Fuente-Arias, J. (Jesús) de la; Kauffman, D. (Douglas); Dempsey, M.S. (Michael S.); Kauffman, Y. (Yashu)

Autor(es):

Fuente-Arias, J. (Jesús) de la

Kauffman, D. (Douglas)

Dempsey, M.S. (Michael S.)

Kauffman, Y. (Yashu)

Palabras clave :

COVID-19
Psychology
Educational psychology
Self-regulated learning vs. externally-regulated learning theory
Implications for intervention

Fecha de publicación :

2021

Versión del Editor:

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.613881/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=613881

ISSN :

1664-1078

Nota:

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).

Cita:

Fuente-Arias, J. (Jesus) de la; Kauffman, D. (Douglas); Dempsy, M.S. (Michael S.); et al. "Analysis and psychoeducational implications of the behavior factor during the COVID-19 emergency". Frontiers in Psychology. 12 (613881), 2021, 1 - 12

Resumen

This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: (1) delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a comparable role on the behavioral side. (2) Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis. (3) Propose preventive, psychoeducational intervention strategies based on the previous analyses.

URI :

https://hdl.handle.net/10171/60102

DOI:

https://doi.org/10.3389/fpsyg.2021.613881

Aparece en las colecciones:

DA - Educación y Psicología - Artículos de revista

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