Role Play as a Methodological Strategy to Develop Socio-emotional Skills in University Students

• Autores: Palacios Garay, Jessica Paola, Venegas Mejía, Valia Luz, Mediano Bazán, María Victoria, Bryson Mallca, Wálter Florencio
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Universidad Privada Norbert Wiener
• Repositorio: UWIENER-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.uwiener.edu.pe:20.500.13053/7191
• Enlace del recurso: https://hdl.handle.net/20.500.13053/7191; https://doi.org/10.47750/pnr.2022.13.S03.044
• Nivel de acceso: acceso abierto
• Materia: Role Play, Socio-emotional Skills, Methodological Strategy, Emotions; http://purl.org/pe-repo/ocde/ford#3.03.00

Emotions and education are closely related, since adequate emotional management is required to face academic challenges favorably. Socio-emotional skills are personal resources for effectively managing personal and social change and coping with difficult emotions. The objective was to determine the influence of role-playing as a methodological strategy in the development of socio-emotional skills in university students.The study had a quantitative approach, applied type, with an experimental, quasi-experimental design. The sample consisted of 252 students from the Faculty of Health of a fifth-cycle private university. Information collection was carried out through the revised version of the social skills scale composed of six dimensions. The results showed that the role-playing program develops socioemotional skills due to U-Mann-Whitney =.000 and z= -13.725. It is concluded that the role-play strategy helps to address a tension-free environment, enhancing the personal and interpersonal skills of university students.