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Título: Influencia de los programas de aprendizaje socioemocional (SEL) en el desempeño académico escolar de niños y adolescentes
Otros títulos: Social and emotional learning (SEL) programs’ influence on children and adolescent students’ academic performance
Asesor(es): Delgado Ramos, Guillermo Enrique
Campo OCDE: https://purl.org/pe-repo/ocde/ford#5.01.00
Fecha de publicación: 2022
Institución: Universidad de Lima
Resumen: 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.

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.
Nota: El acceso al texto completo de la tesis estará habilitado el 28 de junio de 2023, por expresa disposición del autor.
Disciplina académico-profesional: Psicología
Institución que otorga el grado o título: Universidad de Lima. Facultad de Psicología
Grado o título: Licenciado en Psicología
Jurado: Cueva Rojas, Manuel Eduardo; Naraza Jiménez, Ángela María; Delgado Ramos, Guillermo Enrique
Fecha de registro: 26-jul-2022; 26-jul-2022



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