Estrategia de intervención educativa para la estimulación de la autoestima y confianza en estudiantes de educación básica.
The research focused on analyzing self-esteem and self-confidence among students in Upper Basic Education at the Enrique Ponce Luque Educational Unit, aiming to identify school and individual situations that affect their development and to design pedagogical and reflective strategies to strengthen t...
Furkejuvvon:
| Váldodahkki: | |
|---|---|
| Materiálatiipa: | bachelorThesis |
| Giella: | spa |
| Almmustuhtton: |
2025
|
| Fáttát: | |
| Liŋkkat: | https://repositorio.uteq.edu.ec/handle/43000/9052 |
| Fáddágilkorat: |
Lasit fáddágilkoriid
Eai fáddágilkorat, Lasit vuosttaš fáddágilkora!
|
Lasit fáddágilkoriid | Čoahkkáigeassu: | The research focused on analyzing self-esteem and self-confidence among students in Upper Basic Education at the Enrique Ponce Luque Educational Unit, aiming to identify school and individual situations that affect their development and to design pedagogical and reflective strategies to strengthen these competencies through the recognition of personal strengths and values. A qualitative descriptive approach was employed, using teacher interviews and observation sheets as the main instruments to collect information on students’ active participation, emotional expression, social interaction, learning autonomy, initiative, and error management. The data were transcribed, coded, and analyzed by categories, identifying factors negatively impacting self-esteem and confidence, such as academic pressure, peer comparisons, lack of recognition of achievements, social and family influence, and performance-related anxiety. The results showed that students with higher self-esteem and self-confidence participated actively, took initiatives, accepted mistakes with a positive attitude, and collaborated with peers, whereas students displaying insecurities exhibited shyness, withdrawal, dependence on classmates, and fear of failure. Based on these findings, tailored pedagogical strategies were proposed for eighth, ninth, and tenth grades, including group dynamics, reflection exercises, activities for recognizing achievements, and fostering personal values. It was concluded that implementing these strategies enhanced students’ self-worth, confidence, and active participation, promoted a positive school climate, resilience in academic and social challenges, and demonstrated the importance of integrating socio-emotional support as a transversal axis in the educational process to promote students’ comprehensive development. |
|---|