Factores socioemocionales y pedagógicos que inciden en el rendimiento escolar de los estudiantes del tercer año de educación básica de la Unidad Educativa Emigdio Esparza Moreno del cantón Babahoyo, provincia de los Ríos
In the development of this research work will be studied about socio9-emotional and pedagogical factors that influence the academic performance of students, the same that are present throughout the life of people, acting differently according to the perception of the reality surrounding each individ...
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| Tác giả chính: | |
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| Định dạng: | bachelorThesis |
| Ngôn ngữ: | spa |
| Được phát hành: |
2018
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| Những chủ đề: | |
| Truy cập trực tuyến: | http://dspace.utb.edu.ec/handle/49000/5472 |
| Các nhãn: |
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Thêm thẻ | Tóm tắt: | In the development of this research work will be studied about socio9-emotional and pedagogical factors that influence the academic performance of students, the same that are present throughout the life of people, acting differently according to the perception of the reality surrounding each individual. Thus, in normal or relaxing situations, the emotional state could be favorable and function for the welfare of the organism. When it is related to academic performance, it must be indicated that the school is a pot of emotional pressure for children, in every minute of class that passes, children constantly face diverse academic and social pressures. These emotions range from feeling angry, upset, ridiculed, proud, among others, and affect learning because they influence communication, attention and memory, and everything they need to handle them, the ability of a child to face situations is not Innate; is adaptive or trainable at least in theory. Moving from theory to practice is not easy. Analyze the influence of these emotional factors on the academic performance of students is what is proposed in this work, for which uses the descriptive exploratory method with the documentary type gives field to a specific population of teachers and parents by means of interviews and surveys, which showed that • students with socio-emotional problems are underperforming are treated in the same way as students who do not have this protilematics, for this reason it was suggested as a proposal the development of a didactic guide for teachers to guide and improve their work with these students. |
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