The present research was carried out in Spain during the COVID-19 pandemic following emergency school closures in an attempt to avoid the spread of infection. As a result, university students undertaking the final year of education degrees (teaching placements) have been obliged to deliver their teaching from home, adapting their teaching contexts to learning in virtual settings. A novel instrument was designed and validated in order to analyze the impact of learning environments and psychological factors in university students during a period of teaching placements. This took place in an adaptive context (state of confinement). Associations were determined between learning environments and psychological factors in adaptive contexts, in relation to the group to which they belonged (whether undertaking a degree in primary education, physical education and sport, early education or social education), and sex. The present study used a Delphi method, alongside a descriptive and quantitative analysis. The data demonstrate that learning environments differ according to the degree studied. The four analyzed groups revealed significant differences in relation to learning environments and psychological factors in adaptive confinement contexts. The subjects of Primary and Social Education were seen to be related with a greater possibility of being overwhelmed and reporting difficulties. Those more used to physical exercise showed more positive psychological indices. Females reported more negative responses. The conclusion reached is that the results of the present research will enable future additional multi-dimensional analysis to be conducted.
Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19