Socio-emotional skills and cooperative learning in high school students
Social-emotional skills are transcendental for the development and well-being of students. They allow the strengthening of a healthy coexistence among educational agents, and therefore the implementation of rights and duties, where not only the individual welfare but also the common good is a priori...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Perú |
| Institución: | Universidad César Vallejo |
| Repositorio: | Revistas - Universidad César Vallejo |
| Idioma: | español |
| OAI Identifier: | oai:oai.revistas.ucv.edu.pe:article/2688 |
| Acceso en línea: | http://revistas.ucv.edu.pe/index.php/eduser/article/view/2688 |
| Access Level: | acceso abierto |
| Palabra clave: | Habilidades socioemocionales aprendizaje cooperativo desarrollo personal bienestar individual bien común Socioemotional skills cooperative learning well-being personal development |
| Sumario: | Social-emotional skills are transcendental for the development and well-being of students. They allow the strengthening of a healthy coexistence among educational agents, and therefore the implementation of rights and duties, where not only the individual welfare but also the common good is a priority. The study presented here aims to determine the relationship between socioemotional skills and cooperative learning in secondary school students of a public educational institution in Ate, Peru. The approach used was quantitative, basic and non-experimental - transversal design, correlational level. The population included 145 students. A questionnaire and a survey technique were used to collect data. Its validation was carried out with expert judgment. For reliability, it was submitted to a pilot test with 20 students; using Cronbach's Alpha coefficient, the variables reached a value of 0.838 in socioemotional skills and 0.830 in relation to collaborative learning, presenting a strong reliability. The statistical results showed a considerable positive correlation, with a value of 0.707 of Spearman's Rho and a significance level of 0.000 < 0.05. It was concluded that, by increasing students' socioemotional skills, cooperative learning can be carried out with better skills, a space that leads to the achievement of common objectives for their own and others benefit. |
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