Socio-emotional factors influencing learning during the pandemic
DOI:
https://doi.org/10.35381/r.k.v6i3.1314Keywords:
Pandemics, resilience, communication process, activity learning. (Words taken from the UNESCO Thesaurus).Abstract
This investigation demonstrates that during the health emergency due to the presence of COVID-19, as measures to protect and prevent the increase of contagions worldwide, isolation and social distance have converted part of the new lifestyle, for this reason The social and emotional skills of students have been significantly affected in their training. As mentioned above, the objective of the study is to know the socio-emotional factors that influence the learning of higher education students. The investigation is descriptive in the experimental type. It was identified that this factor of greatest impact on school life was carried out, because of the proposal to carry out the workshop called RED that will allow the improvement of the educational environment and achieve an integral development of teenagers and future citizens who will contribute to it. optimal progress of the society.
Downloads
References
Alvarez-Bolaños, E. (2020). Educación socioemocional [socio-emotional education]. Controversias y Concurrencias Latinoamericanas, 11(20), 388-408.
Apaza, C., Seminario, R., & Santa-Cruz, J. (2020). Factores psicosociales durante el confinamiento por el covid-19 – Perú [Psychosocial factors during confinement by covid-19 - Peru]. Revista Venezolana de Gerencia, 25(90), 402–413.
Camacho, R., Rivas, C., Gaspar, M., & Quiñonez, C. (2020). Innovación y tecnología educativa en el contexto actual latinoamericano [Innovation and Educational Technology in the current Latin American context]. Revista de Ciencias Sociales, 26, 460–471. https://doi.org/10.31876/rcs.v26i0.34139
CEPAL-UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19 [Education in times of the COVID-19 pandemic]. https://n9.cl/b613e
Del-Valle, M., & Silva, A. (2019). El manejo de la inteligencia emocional en las aulas virtuales y su impacto socio educacional [The management of emotional intelligence in virtual classrooms and its socio-educational impact]. Brazilian Journal of Development, 5(7), 8556–8573. https://doi.org/10.34117/bjdv5n7-070
Díaz, V., & Cabero, J. (2019). Las redes sociales en educación: desde la innovación a la investigación educativa [Social networks in education: from innovation to educational research]. In RIED. Revista Iberoamericana de Educación a Distancia, (22)2, 25–33.
Díaz-Better, S, & Sime-Poma, L. (2016). Convivencia escolar: una revisión de estudios de la educación básica en Latinoamérica [School coexistence: a review of basic education studies in Latin America]. Revista Virtual Universidad Católica del Norte, (49),125-145.
El Universo. (2020). 227 037 personas menores de 40 años perdieron sus empleos en Ecuador entre marzo y julio en medio de la pandemia del COVID-19 [227 037 people under 40 years old lost their jobs in Ecuador between March and July in the middle of the COVID-19 pandemic]. Recuperado desde https://n9.cl/7dptv
García-Retana, J. (2012). La educación emocional, su importancia en el proceso de aprendizaje [Emotional education, its importance in the learning process]. Revista Educación, 36(1),1-24.
Morales-Rodríguez, F., Martínez-Ramón, J., Méndez, I., & Ruiz-Esteban, C. (2021). Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment [Estrés, afrontamiento y resiliencia antes y después de COVID-19: un modelo predictivo basado en inteligencia artif. Frontiers in Psychology, 12, 1–15. https://doi.org/10.3389/fpsyg.2021.647964
Ocampo-González, A. (2019). Los territorios de la psicopedagogía [The territories of Psychopedagogy]. Transformación, 15(3), 226-243.
Ozamiz-Etxebarria, N., Dosil-Santamaria, M., Picaza-Gorrochategui, M., & Idoiaga-Mondragon, N. (2020). Stress, anxiety, and depression levels in the initial stage of the COVID-19 outbreak in a population sample in the northern Spain. Cadernos de Saude Publica, 36(4), 1–10. https://doi.org/10.1590/0102-311X00054020
Pate, C., Maras, M., Whitney, S., & Bradshaw, C. (2018). Exploring Psychosocial Mechanisms and Interactions: Links Between Adolescent Emotional Distress, School Connectedness, and Educational Achievement. Physiology & Behavior, 176(5), 139–148.
Rieble-Aubourg, S., & Viteri, A. (2020). Covid-19: ¿Estamos preparados para el aprendizaje en línea? [Covid-19: Are we ready for online learning?]. https://n9.cl/8o7rr
Published
How to Cite
Issue
Section
License
CC BY-NC-SA : Esta licencia permite a los reutilizadores distribuir, remezclar, adaptar y construir sobre el material en cualquier medio o formato solo con fines no comerciales, y solo siempre y cuando se dé la atribución al creador. Si remezcla, adapta o construye sobre el material, debe licenciar el material modificado bajo términos idénticos.
OAI-PMH URL: https://fundacionkoinonia.com.ve/ojs/index.php/revistakoinonia/oai.
