Trends in the use of social networks among university students in an Andean institution in Peru
DOI:
https://doi.org/10.5281/zenodo.15161606Keywords:
emotional skills, academic development, emotional regulationAbstract
The objective of this study was to evaluate the emotional skills of students from a rural university in Peru. A non-experimental design was used, analyzing the variable in its natural context without the intervention of the research team. The research was developed under a cross-sectional, prospective and descriptive approach. The population was made up of 1,258 students enrolled in the 2024-I semester, from which a sample of 294 participants was selected through non-probabilistic convenience sampling. For data collection, the survey technique was used, applying a questionnaire specifically designed to assess emotional skills. The results revealed that 53.1% (156 students) stated that their emotional skills require improvement; 36.7% (108 students) reported having adequate skills, and only 10.2% (30 students) indicated having highly developed emotional skills. It is concluded that most students have a low level of emotional skills, especially in aspects such as perception, expression and regulation of emotions. These findings show the need to strengthen emotional development within the academic field, in order to promote well-being and improve student performance.
Downloads
References
Cepeda, D. y Mahecha, J. (2022). Autorregulación del aprendizaje y rasgos de personalidad en estudiantes universitarios. Revista Innova Educación, 4(3), 88-101. https://doi.org/10.35622/j.rie.2022.03.005
Ciarrochi, J., Deane, F. P., y Anderson, S. (2002). Emotional intelligence and its relationship to well-being and resilience in adolescents. Personality and Individual Differences, 32(2), 197-210. https://doi.org/10.1016/S0191-8869(01)00012-5
Feldfeber, M. I., Rodrigo, L., Kesler, A. E., y Pantoja, C. (2024). Educación emocional en la ciudad de Buenos Aires: una política pública para la individualización de los procesos pedagógicos. https://ri.conicet.gov.ar/handle/11336/253728
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Hernández Suárez, D., Rodríguez Acosta, Y., Hernández Suárez, D., y Tápanes Acosta, M. (2022). Las estrategias curriculares en función de la formación integral del egresado de las ciencias médicas. Edumecentro, 14. https://pesquisa.bvsalud.org/portal/resource/pt/biblio-1404585
Hinton, D., y Naylor, C. (2017). Mental health and well-being in rural universities: A review of student support systems. Journal of Rural Mental Health, 41(2), 81-89. https://doi.org/10.1037/rmh0000084
Jackson, C., y Soderlund, M. (2013). The impact of rural location on student outcomes. Journal of Rural Education, 28(4), 120-134. https://doi.org/10.1080/10627197.2013.823012
Loor, E. L. Z. y Solis, G. A. V. (2024). Educación emocional en el aula de la básica elemental y media: claves para un desarrollo integral. Dominio de las Ciencias, 10(3), 2268-2286. https://doi.org/10.23857/dc.v10i3.4034
Mayer, J. D., Salovey, P., y Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02
Moncayo, H., Martínez, K., Alulima, L., y Mena, M. (2023). La expresión plástica en el desarrollo de las emociones en niños de educación inicial. Polo del Conocimiento: Revista científico-profesional, 8(10), 1010-1034. https://doi.org/10.23857/pc.v8i10.6174
Mora Guerrero, L. M., Sánchez Ramírez, G. J., Lindao Reyes, G. del R., Reinoso Silva, N. E., & Perugachi Contreras, L. A. (2023). Estrategias para el fortalecimiento de la autorregulación escolar: una revisión documental. MENTOR Revista de investigación educativa y deportiva, 2(4), 53–68. https://doi.org/10.56200/mried.v2i4.5308
Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., y Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36(1), 163-172. https://doi.org/10.1016/S0191-8869(03)00135-2
Quesada, C. B. R., y de Jesús Villa, P. (2024). Revisión sistemática de la eficacia del escape room educativo como metodología universitaria para incrementar la motivación y el aprendizaje. EDUCA. Revista Internacional para la calidad educativa, 4(1), 160-189. https://doi.org/10.55040/educa.v4i1.76
Vázquez, A. Ledesma, L, y García, R. (2022). Validación del cuestionario ESCQ-20 en adolescentes mexicanos. [Internet]. Revista Universidad y Sociedad, 14(4), 247-257. [Consultado el 24 de agosto de 2024]. available from: http://scielo.sld.cu/pdf/rus/v14n4/2218-3620-rus-14-04-247.pdf
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
