Ruta de intervención pedagógica para potenciar habilidades socioemocionales que inciden en el desempeño académico
Considering the importance of socioemotional skills for life and especially in the educational system, in the relationships of students with their peers, it was considered necessary to create a pedagogical intervention route, with the objective of designing a pedagogical intervention proposal to str...
- Autores:
-
Martinez Ahumada, Joice Paola
Sanjuan Gutierrez, Leslye Astrid
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9672
- Acceso en línea:
- https://hdl.handle.net/11323/9672
https://repositorio.cuc.edu.co/
- Palabra clave:
- Academic performance
Students
Social-emotional skills
Saber Test
Desempeño académico
Estudiantes
Habilidades socioemocionales
Prueba saber
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
| Summary: | Considering the importance of socioemotional skills for life and especially in the educational system, in the relationships of students with their peers, it was considered necessary to create a pedagogical intervention route, with the objective of designing a pedagogical intervention proposal to strengthen socioemotional skills that potentiate student academic performance. A documentary analysis was elaborated on two variables, socioemotional skills and academic performance, using a rationalist epistemological approach, with a critical rationalist paradigm and the deductive-inductive method. The research design is made up of three phases, the first of a theoretical nature, the second empirical with field work and a third propositional phase; the instruments used according to each phase, for the theoretical phase a review of background and theories, the empirical phase with a questionnaire, documentary analysis of the PEI and a review of ICFES statistical data, to review the Synthetic Index of Educational Quality. The results determined that the socioemotional component is important within the school context, especially the development of the skills dimension from the execution of learning with 75%, the development of competencies and learning is above average, in addition another finding indicates that academic performance is equally maintained at this level, according to the ISCE with fluctuations in the results in the years reviewed from 2018 to 2021. Finally, a pedagogical intervention route is configured with the development of sequences that make it possible to improve academic performance with socioemotional skills |
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