Trabajo colaborativo e inteligencia emocional en estudiantes de educación básica secundaria
Collaborative Work and Emotional Intelligence have been topics of constant research interest in the field of education, not only at the regional level but also on the national and international scene. These investigations have revealed a plurality of components that address these problems, which hav...
| Autores: | , |
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| Tipo de documento: | dissertação |
| Estado: | Versión aceptada para publicación |
| Data de publicação: | 2022 |
| País: | Colombia |
| Recursos: | Corporación Universidad de la Costa |
| Repositório: | Repositorio REDICUC |
| Idioma: | espanhol |
| OAI Identifier: | oai:repositorio.cuc.edu.co:11323/9763 |
| Acesso em linha: | https://hdl.handle.net/11323/9763 https://repositorio.cuc.edu.co/ |
| Access Level: | Acceso aberto |
| Palavra-chave: | Trabajo colaborativo Inteligencia emocional Autoconciencia Autorregulación Empatía Motivación Habilidades sociales Collaborative work Self-awareness Self-regulation Empathy Motivation Social skills Emotional intelligence |
| Resumo: | Collaborative Work and Emotional Intelligence have been topics of constant research interest in the field of education, not only at the regional level but also on the national and international scene. These investigations have revealed a plurality of components that address these problems, which have highlighted the need to keep teachers and teaching directors at the forefront of issues associated with the academic field and its relationship with student emotional development. In this research, collaborative work is addressed as a didactic strategy for the development of emotional intelligence in secondary school students of the San José district educational institution. This research is part of a mixed method which starts from the analysis of two instruments applied to students and teachers. As a main finding, it was established that, although there is a high percentage of students surveyed who show the components of Selfawareness, Self-regulation, Empathy, Motivation and Social Skills, there is also a significant percentage of students who do not refer to each of these components. which makes evident the need to intervene under pedagogical actions, with the purpose of promoting the development of emotional intelligence in students, using collaborative work strategies for this |
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