Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes

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Social and emotional development can be a factor that sustains a relationship with school academic performance. This review aims to know the influence of Social and Emotional Learning (SEL) programs on school academic performance. Research has been included that includes indicators of academic perfo...

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Detalles Bibliográficos
Autor: Forga Garland, Ximena
Formato: tesis de grado
Fecha de Publicación:2022
Institución:Universidad de Lima
Repositorio:ULIMA-Institucional
Lenguaje:español
OAI Identifier:oai:repositorio.ulima.edu.pe:20.500.12724/16318
Enlace del recurso:https://hdl.handle.net/20.500.12724/16318
Nivel de acceso:acceso abierto
Materia:Escolares
Rendimiento académico
Aprendizaje social
Educación emocional
School children
Academic achievement
Social learning
Affective education
https://purl.org/pe-repo/ocde/ford#5.01.00
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dc.title.es_PE.fl_str_mv Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
dc.title.alternative.en_EN.fl_str_mv Social and emotional learning (SEL) programs’ influence on children and adolescent students’ academic performance
title Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
spellingShingle Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
Forga Garland, Ximena
Escolares
Rendimiento académico
Aprendizaje social
Educación emocional
School children
Academic achievement
Social learning
Affective education
https://purl.org/pe-repo/ocde/ford#5.01.00
title_short Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
title_full Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
title_fullStr Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
title_full_unstemmed Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
title_sort Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
author Forga Garland, Ximena
author_facet Forga Garland, Ximena
author_role author
dc.contributor.advisor.fl_str_mv Delgado Ramos, Guillermo Enrique
dc.contributor.author.fl_str_mv Forga Garland, Ximena
dc.subject.es_PE.fl_str_mv Escolares
Rendimiento académico
Aprendizaje social
Educación emocional
School children
Academic achievement
Social learning
Affective education
topic Escolares
Rendimiento académico
Aprendizaje social
Educación emocional
School children
Academic achievement
Social learning
Affective education
https://purl.org/pe-repo/ocde/ford#5.01.00
dc.subject.ocde.none.fl_str_mv https://purl.org/pe-repo/ocde/ford#5.01.00
description Social and emotional development can be a factor that sustains a relationship with school academic performance. This review aims to know the influence of Social and Emotional Learning (SEL) programs on school academic performance. Research has been included that includes indicators of academic performance according to the subjects of the school, in a specific academic sense, as well as social and emotional indicators, to identify these same variables and school performance from a broader perspective according to the SEL model. To achieve the objective, an applied review was carried out, following the PRISMA (Urrútia and Bonfill, 2013) guide, identifying the eligibility criteria, search strategy and selected databases. The participating population ranges from pre-school age to the end of primary, as this allows an analysis of the results at different school stages. The results allowed to recognize, through 10 longitudinal and/or experimental quantitative investigations, SEL programs influence academic performance. Finally, discussions between the findings, limitations and suggestions are presented, including the perspective regarding the current Peruvian circumstances.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2022-07-26T17:21:15Z
dc.date.available.none.fl_str_mv 2022-07-26T17:21:15Z
dc.date.issued.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.other.none.fl_str_mv Trabajo de suficiencia profesional
format bachelorThesis
dc.identifier.citation.es_PE.fl_str_mv Forga Garland, X. (2022). Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes [Trabajo de suficiencia profesional para optar el Título Profesional de Licenciado en Psicología, Universidad de Lima]. Repositorio institucional de la Universidad de Lima. https://hdl.handle.net/20.500.12724/16318
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12724/16318
identifier_str_mv Forga Garland, X. (2022). Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes [Trabajo de suficiencia profesional para optar el Título Profesional de Licenciado en Psicología, Universidad de Lima]. Repositorio institucional de la Universidad de Lima. https://hdl.handle.net/20.500.12724/16318
url https://hdl.handle.net/20.500.12724/16318
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dc.publisher.none.fl_str_mv Universidad de Lima
dc.publisher.country.none.fl_str_mv PE
publisher.none.fl_str_mv Universidad de Lima
dc.source.es_PE.fl_str_mv Repositorio Institucional - Ulima
Universidad de Lima
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instacron:ULIMA
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spelling Delgado Ramos, Guillermo EnriqueForga Garland, Ximena2022-07-26T17:21:15Z2022-07-26T17:21:15Z2022Forga Garland, X. (2022). Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes [Trabajo de suficiencia profesional para optar el Título Profesional de Licenciado en Psicología, Universidad de Lima]. Repositorio institucional de la Universidad de Lima. https://hdl.handle.net/20.500.12724/16318https://hdl.handle.net/20.500.12724/16318Social and emotional development can be a factor that sustains a relationship with school academic performance. This review aims to know the influence of Social and Emotional Learning (SEL) programs on school academic performance. Research has been included that includes indicators of academic performance according to the subjects of the school, in a specific academic sense, as well as social and emotional indicators, to identify these same variables and school performance from a broader perspective according to the SEL model. To achieve the objective, an applied review was carried out, following the PRISMA (Urrútia and Bonfill, 2013) guide, identifying the eligibility criteria, search strategy and selected databases. The participating population ranges from pre-school age to the end of primary, as this allows an analysis of the results at different school stages. The results allowed to recognize, through 10 longitudinal and/or experimental quantitative investigations, SEL programs influence academic performance. Finally, discussions between the findings, limitations and suggestions are presented, including the perspective regarding the current Peruvian circumstances.Social and emotional development can be a factor that sustains a relationship with school academic performance. This review aims to know the influence of Social and Emotional Learning (SEL) programs on school academic performance. Research has been included that includes indicators of academic performance according to the subjects of the school, in a specific academic sense, as well as social and emotional indicators, to identify these same variables and school performance from a broader perspective according to the SEL model. To achieve the objective, an applied review was carried out, following the PRISMA (Urrútia and Bonfill, 2013) guide, identifying the eligibility criteria, search strategy and selected databases. The participating population ranges from pre-school age to the end of primary, as this allows an analysis of the results at different school stages. The results allowed to recognize, through 10 longitudinal and/or experimental quantitative investigations, SEL programs influence academic performance. 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Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
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