El impacto del COVID-19 en el aprendizaje durante el confinamiento

  1. Marta Hurtado Martín 1
  2. Laura López Torres 2
  3. Daniel Santín González 1
  4. Gabriela Sicilia Suárez 3
  5. Rosa Fermina Simancas Rodríguez 4
  1. 1 Universidad Complutense de Madrid

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Alcalá

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  3. 3 Universidad de La Laguna

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  4. 4 Universidad de Extremadura

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X

Year of publication: 2023

Volume: 26

Issue: 1

Pages: 185-205

Type: Article

DOI: 10.5944/EDUCXX1.33047 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación


Cited by

  • Scopus Cited by: 0 (11-09-2023)
  • Dimensions Cited by: 0 (28-03-2023)

JCR (Journal Impact Factor)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Impact Factor: 3.6
  • Journal Impact Factor without self cites: 3.5
  • Article influence score: 0.627
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 63/269 (Ranking edition: SSCI)

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.958
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 207/1438

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2021)
  • Year 2021
  • Journal Impact: 2.740
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 4/228


  • Social Sciences: A

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 6.7
  • Area: Education Percentile: 92

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Citation Indicator (JCI): 2.03
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(Data updated as of 28-03-2023)
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COVID-19 pandemic led Spanish population to a mandatory lockdown between March and May 2020. This meant closing schools and moving the rest of the 2019-2020 academic year to an online format. This work analyzes how the educational process developed during lockdown and estimates the impact that the interaction between online education and parents’ teleworking situation had on students’ critical thinking skills. To do this, we collected data at the beginning and at the end of the 2019-2020 academic year on critical thinking from students at the third year of secondary education from 15 educational institutions in the Region of Madrid. Firstly, we concluded that public schools faced more difficulties than private government-dependent schools for continuing with the teaching-learning process. In order to follow online classes, 70% of the students in private government-dependent schools had a desktop or laptop compared to 40% of the students in public schools. Moreover, meanwhile 73% of the students in private publicly funded schools devoted more than 4 hours to classes and online tasks, this figure slightly exceeded 50% for students in public schools. Secondly, in general, the different work situations of parents did not have significant effects on students’ critical thinking. However, we did find that, for students with academic results below the average at the beginning of the school year, the fact that the mother teleworked during school closing had a positive and significant impact on their academic results. This suggests that teleworking allowed mothers to provide greater support and supervision to their children.

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