Inclusión social infantil y relaciones sociales en estudiantes de la I.E.P.S.M N° 6010174 Gonzalo Briceño Zevallos San Pablo Ramón Castilla 2023

• Autor: Quispe Choque, David Hilario
• Formato: tesis de grado
• Fecha de Publicación: 2024
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/10038
• Enlace del recurso: https://hdl.handle.net/20.500.12737/10038
• Nivel de acceso: acceso abierto
• Materia: Inclusión social; Socialización; Estudiantes; Escuelas públicas; https://purl.org/pe-repo/ocde/ford#5.03.01

The results of the research that analyzed the relationship between children's social inclusion and social relationships in I.E.P.S.M. students. N° 6010174 Gonzalo Briceño Zevallos in San Pablo, Ramón Castilla, in the year 2023, provide a solid understanding of the connection between these two variables. The studied population consisted of 122 students, who were the subject of surveys and questionnaires as part of the sample. The methodology used was non-experimental, transversal, field, bivariate and relational. The results highlight a significant and ordinal relationship between children's social inclusion and social relationships in the school environment. This relationship was evidenced through Kendall's Tau-b statistic, which yielded a calculated value of 0.556 with an approximate significance level of 0.001 (p < 0.05). These findings indicate that as the level of childhood social inclusion increases in students, the quality of their social relationships in the school context also improves. In other words, those students who experience a greater sense of belonging, acceptance, and participation in the school community tend to maintain more positive and healthy social relationships.