Intervención psicopedagógica para la promoción de mentalidad de crecimiento en estudiantes de decimo año de educación general básica en la Unidad Educativa Quevedo.
In today's educational environment, fostering a growth mindset in students is essential for them to face the challenges posed by the knowledge society. Low motivation, giving up when faced with difficulties, and the belief that intelligence is immutable are factors that limit comprehensive deve...
Saved in:
| Hovedforfatter: | |
|---|---|
| Format: | bachelorThesis |
| Sprog: | spa |
| Udgivet: |
2025
|
| Fag: | |
| Online adgang: | https://repositorio.uteq.edu.ec/handle/43000/9116 |
| Tags: |
Tilføj Tag
Ingen Tags, Vær først til at tagge denne postø!
|
Tilføj Tag | Summary: | In today's educational environment, fostering a growth mindset in students is essential for them to face the challenges posed by the knowledge society. Low motivation, giving up when faced with difficulties, and the belief that intelligence is immutable are factors that limit comprehensive development and academic performance. Therefore, this research aimed to design a psycho-pedagogical intervention plan to promote a growth mindset in tenth-year students of General Basic Education at the Quevedo Educational Unit, fostering attitudes of perseverance, resilience, and self-regulation. The research was conducted using a mixed approach and a quasi-experimental design with pre- and post-tests, complemented by semi- structured interviews with teachers. The population consisted of 39 students selected through non-probabilistic intentional sampling, considering the availability and homogeneity of the parallel classes. Quantitative data were analysed using descriptive statistics and qualitative data using open coding to identify patterns in the perceptions of teachers and students. The results showed that 64.10% of students had a fixed mindset, 25.64% had a mixed mindset, and only 10.26% had a growth mindset. Likewise, 64% reported low persistence in complex tasks, 85% reported nervousness when trying new things, and 92% believed that intelligent people do not need to make an effort. There was also a limited willingness to acknowledge mistakes and learn from them, which affects their motivation and academic performance. It was concluded that it is necessary to implement psycho-pedagogical strategies that promote the value of effort, the use of mistakes as learning opportunities, and the strengthening of perseverance in order to improve students' academic attitude and performance. |
|---|