Desarrollo cognitivo y emocional en estudiantes de tercer ciclo de las instituciones educativas de nivel primaria Caballococha, Ramón Castilla 2024

• Autor: Reyna Campos, Maykol Luis
• Formato: tesis de grado
• Fecha de Publicación: 2025
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/11992
• Enlace del recurso: https://hdl.handle.net/20.500.12737/11992
• Nivel de acceso: acceso abierto
• Materia: Aprendizaje cognitivo; Desarrollo afectivo; Inteligencia emocional; Estudiante de primaria; https://purl.org/pe-repo/ocde/ford#5.03.01

The study aimed to establish the relationship between cognitive and emotional development in third-cycle students from educational institutions in Caballococha Ramón Castilla in 2024. A non-experimental, cross-sectional, field-based, bivariate, and relational design methodology was employed. The total population consisted of 668 students, of which a sample of 228 was selected. Surveys and cognitive development tests were administered for data collection. The analysis indicated a significant association between the dimensions of Cognitive and Emotional Development. The results revealed that all children with deficient cognitive development exhibited a regular emotional level, while those with regular cognitive development showed a higher representation in the notable emotional category. The normality test, conducted using the Kolmogorov-Smirnov statistics, indicated that the variables did not follow a normal distribution, necessitating the use of the non parametric Spearman's rho test for hypothesis testing. With a p-value of .000 and a rho coefficient of .398, it was concluded that adequate cognitive development is associated with favorable emotional development, underscoring the necessity to integrate both dimensions within the educational context.