Resumen

TANTALEAN TERRONES, Lizley Janne  y  AGUIRRE MORALES, Marivel Teresa. Virtual curricular experience of Psychological Intervention, formative research, and social responsibility: Perceived learning in university students. Comuni@cción [online]. 2024, vol.15, n.1, pp.30-43.  Epub 03-Nov-2023. ISSN 2219-7168.  http://dx.doi.org/10.33595/2226-1478.15.1.933.

Higher education during the pandemic assumed the challenge of adapting its formative contents to the virtual environment with consequent achievement of effective learning; in this context, it was proposed to evaluate the perception of learning in a subject of psychological intervention, formative research and social responsibility in a non-probabilistic sample of 277 psychology students from 19 to 48 years old, using the mixed method and non-experimental design, with the Scale of Perceived Learning in the Curricular Experience of Intervention Programs in Psychology and three open-ended questions. The results reflect a high evaluation of the course structure and the teaching role at 67.4% and 70.8%; higher perception of learning in private university students (U= 9414.000 and p=0.001); no distinction according to sex, age or occupation and the qualitative analysis recognizes the reinforcement of creativity, the acquisition of leadership and theoretical-practical competences, added to a satisfactory personal experience. These findings revalue the curricular experiences in virtuality, towards the achievement of formative-professional learning objectives in psychology students who are sensitive to replication in different higher education careers.

Palabras clave : Perceived learning; curricular experience; psychological intervention; formative research; social responsability; University students.

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