Habilidades socioemocionales en las instituciones educativas: Revisión sistemática
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Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Las habilidades socioemocionales son competencias que se encuentran vinculadas con la capacidad de poder identificar las emociones propias y de los demás para mantener una interacción. El objetivo fue analizar las habilidades socioemocionales en las instituciones educativas de educación básica. La metodología utilizada fue la revisión sistemática de estudios entre el 2020 y 2022. El análisis se dio a través de la base de datos de Scielo, Google académico y Exlibris considerando como palabra clave "habilidades socioemocionales" AND "instituciones educativas" NOT "educación superior". De acuerdo a la búsqueda se obtuvieron 97 resultados de los cuales 10 estudios cumplieron con los criterios inclusión. Como conclusión se tuvo que las habilidades socioemocionales presentes en la educación básica son la empatía, la autorregulación, la motivación, la perseverancia y la toma de decisiones. De los aspectos descritos, se tiene que las habilidades socioemocionales permiten el logro del éxito académico personal y laboral.
The objective of the study was to determine the influence of study habits, self-esteem and self-control on academic performance in university students, for this purpose the research applied a quantifiable, descriptive method at a causal correlational level, applying a design that does not intervene in the variables intentionally, working with a sample of 126 students from the faculty of education of a university in Lima. Regarding study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Similarly, according to study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Likewise, in reference to the general level of self-control, 57.9 % of the students were at the medium level, followed by 24.6 % at the high level and 17.5 % at the low level. In relation to the academic performance of university students, 46.8 % presented a medium level, followed by 32.5 % who reached a high level and 20.6 % who were at a low level. It was concluded that study habits, self-esteem and self-control significantly influence academic performance by 80.2% according to the Nagelkerke coefficient.
The objective of the study was to determine the influence of study habits, self-esteem and self-control on academic performance in university students, for this purpose the research applied a quantifiable, descriptive method at a causal correlational level, applying a design that does not intervene in the variables intentionally, working with a sample of 126 students from the faculty of education of a university in Lima. Regarding study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Similarly, according to study habits, 59.5 % presented a medium level, 23.0 % a high level and 17.5 % a low level. Likewise, in reference to the general level of self-control, 57.9 % of the students were at the medium level, followed by 24.6 % at the high level and 17.5 % at the low level. In relation to the academic performance of university students, 46.8 % presented a medium level, followed by 32.5 % who reached a high level and 20.6 % who were at a low level. It was concluded that study habits, self-esteem and self-control significantly influence academic performance by 80.2% according to the Nagelkerke coefficient.
Description
Vol. 9, No. 38
Keywords
Habilidades socioemocionales, Relaciones interpersonales, Inteligencia emocional, Formación docente, Estrategias pedagógicas, Study habits, Self-esteem, Self-control, Academic performance, Habilidades socioemocionais, Relações interpessoais, Inteligência emocional, Formação de professores, Estratégias pedagógicas