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Delgado Ramos, Guillermo Enrique
Forga Garland, Ximena
2022-07-26T17:21:15Z
2022-07-26T17:21:15Z
2022
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 (es_PE)
https://hdl.handle.net/20.500.12724/16318
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. (en_EN)
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. (es_PE)
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Universidad de Lima
info:eu-repo/semantics/openAccess (*)
https://creativecommons.org/licenses/by-nc-sa/4.0/ (*)
Repositorio Institucional - Ulima (es_PE)
Universidad de Lima (es_PE)
Escolares (es_PE)
Rendimiento académico (es_PE)
Aprendizaje social (es_PE)
Educación emocional (es_PE)
School children (es_PE)
Academic achievement (es_PE)
Social learning (es_PE)
Affective education (es_PE)
Psicología / Psicología educativa (es_PE)
Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes (es_PE)
Social and emotional learning (SEL) programs’ influence on children and adolescent students’ academic performance (en_EN)
info:eu-repo/semantics/bachelorThesis
Universidad de Lima. Facultad de Psicología (es_PE)
Psicología (es_PE)
Título profesional (es_PE)
Licenciado en Psicología (es_PE)
PE
https://purl.org/pe-repo/ocde/ford#5.01.00
http://purl.org/pe-repo/renati/level#tituloProfesional (*)
9869336
https://orcid.org/0000-0003-0790-8030
43653918
313016
Delgado Ramos, Guillermo Enrique
Naraza Jiménez, Ángela María
Cueva Rojas, Manuel Eduardo
https://purl.org/pe-repo/renati/type#trabajoDeSuficienciaProfesional (*)
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