<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362023000300211</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362023003103943</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Students&#8217; adaptive behaviors to Covid-19 impacts: a multidimensional analysis]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comportamentos adaptativos dos estudantes aos impactos da Covid-19: uma análise multidimensional]]></article-title>
<article-title xml:lang="es"><![CDATA[Comportamientos adaptativos de los estudiantes a los impactos del Covid-19: un análisis multidimensional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parreira]]></surname>
<given-names><![CDATA[Artur]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pestana]]></surname>
<given-names><![CDATA[Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brandão]]></surname>
<given-names><![CDATA[Marcelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moutinho]]></surname>
<given-names><![CDATA[Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Ciência, Tecnologia de Inovação Sustentável Global  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ISCTE-IUL  ]]></institution>
<addr-line><![CDATA[Lisbon ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Santa Úrsula  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Pacífico Sul  ]]></institution>
<addr-line><![CDATA[Suva ]]></addr-line>
<country>Fiji</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>120</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362023000300211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362023000300211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362023000300211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This investigation had three objectives: (i) to evaluate the impact of the Covid-19 pandemic on the emotional state and behavior of Higher Education students; (ii) to clarify the condition of students at the beginning of the pandemic; and (iii) to understand how they assess the impact and engage in adaptive behaviors. The sample involved 804 students in Brazil and Portugal. The results corroborate the hypotheses: the impact of the pandemic forced the emergence of energy dissipative structures; and student behavior stems not only from the negative emotional impact of Covid-19, but also from internal and external positive motivational factors. Online classes indicate three groups of students: enthusiasts, positive thinkers, and skeptics, with statistical differences between countries, gender, and professional status. The implementation of hybrid teaching should be considered to enhance student learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta investigação contemplou três objetivos: (i) avaliar o impacto da pandemia do Covid-19 no estado emocional e comportamento de alunos do Ensino Superior; (ii) esclarecer a condição dos estudantes no início da pandemia (iii) compreender como avaliam o impacto e se envolveram em comportamentos adaptativos. A amostra envolveu 804 estudantes no Brasil e em Portugal. Os resultados corroboram as hipóteses: o impacto da pandemia forçou o surgimento de estruturas dissipativas de energia; o comportamento dos alunos não decorre apenas do impacto emocional negativo da Covid-19, mas também de fatores motivacionais positivos internos e externos. As aulas online indicam três grupos de alunos: entusiastas, pensadores positivos e céticos, com diferenças estatísticas entre países, gênero e status profissional. A implementação de um ensino híbrido deve ser considerada para potencializar a aprendizagem dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo tres objetivos: (i) evaluar el impacto de la pandemia de Covid-19 en el estado emocional y el comportamiento de los estudiantes de Educación Superior; (ii) aclarar la condición de los estudiantes al comienzo de la pandemia (iii) comprender cómo evalúan el impacto y se involucran en comportamientos adaptativos. La muestra involucró a 804 estudiantes en Brasil y Portugal. Los resultados corroboran las hipótesis: el impacto de la pandemia obligó al surgimiento de estructuras disipadoras de energía; el comportamiento de los estudiantes se deriva no solo del impacto emocional negativo de Covid-19, sino también de factores motivacionales positivos internos y externos. Las clases en línea indican tres grupos de estudiantes: entusiastas, pensadores positivos y escépticos, con diferencias estadísticas entre países, género y estatus profesional. Se debe considerar la implementación de la enseñanza híbrida para mejorar el aprendizaje de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Students&#8217; Motivation]]></kwd>
<kwd lng="en"><![CDATA[Online Learning]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Motivação dos Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Online]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Motivación de los Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Aprender en Línea]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
</kwd-group>
</article-meta>
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