Estrategia psicopedagógica para la prevención de la ansiedad en estudiantes de bachillerato general unificado de la Unidad Educativa Réplica Nicolás Infante Díaz.
The research entitled “Psychopedagogical Strategy for the Prevention of Anxiety in High School Students of the Unidad Educativa Réplica Nicolás Infante Díaz” was developed with the purpose of designing a proposal that contributed to reducing anxiety levels in adolescents and strengthening their soci...
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| Materialtyp: | bachelorThesis |
| Språk: | spa |
| Publicerad: |
2025
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| Länkar: | https://repositorio.uteq.edu.ec/handle/43000/9115 |
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Lägg till en tagg | Sammanfattning: | The research entitled “Psychopedagogical Strategy for the Prevention of Anxiety in High School Students of the Unidad Educativa Réplica Nicolás Infante Díaz” was developed with the purpose of designing a proposal that contributed to reducing anxiety levels in adolescents and strengthening their socio-emotional well-being. The general objective consisted of elaborating a preventive psychopedagogical strategy supported by theoretical foundations and contextualized to the educational reality. The study was framed within a qualitative, descriptive approach, with a non-experimental and cross-sectional design, which made it possible to analyze the problem without manipulating variables and to gain an in-depth understanding of the experiences and perceptions of the educational actors. For data collection, a structured observation sheet was applied to students, semi-structured interviews were conducted with teachers, and the product was validated through expert judgment. The results showed that students’ anxiety originated from personal, academic, and social factors, highlighting low self-esteem, performance pressure, excessive workload, and difficulties in social and family interactions. Protective elements were also identified, such as teacher support and a positive school climate, which fostered confidence and emotional regulation. Based on these findings, a psychopedagogical strategy was designed and organized into three phases: diagnosis, application, and evaluation, structured in ten sessions with relaxation techniques, mindfulness, playful dynamics, and cognitive-behavioral activities. Finally, expert validation indicated that the proposal was relevant, coherent, and feasible, which confirmed its potential for application in different school contexts. In conclusion, the study provided an innovative tool that supported the prevention of anxiety and the strengthening of socio-emotional development in high school students. |
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