IJLLC | Development of socio-emotional skills in higher level students

Indexing and Abstracting

Development of socio-emotional skills in higher level students

MDAES Yolanda García Piceno , MSP Angélica Castañeda Duarte , LAMYRI Liliana Jazmín Arroyo Melchor , DDIS Miguel Alberto Gutiérrez Nava

International Journal of Language, Literature and Culture (IJLLC), Vol-4,Issue-1, January - February 2024, Pages 1-7, 10.22161/ijllc.4.1.1

Download | Downloads : 5 | Total View : 201

Article Info: Received: 09 Sep 2023, Received in revised form: 15 Oct 2023, Accepted: 25 Oct 2023, Available online: 08 Jan 2024

Abstract:

The purpose of this technical report is to contribute to improving the graduation profile of higher-level students, by developing emotional education that responds to work and social needs not addressed in ordinary vocational training. The basis of this technical report is the development of socio-emotional skills, its theories of learning and information processing and the focus on competencies. Four socio-emotional activities are included with the methodology, development of the activity, results in graphs, analysis , conclusions and recommendations, which will allow better control of the skills developed in each of the students, the activities are creativity, Innovation and Imagination, the second negotiation, third problem resolution and the last decision making. These skills are essential for their work and personal activity, and by developing them they will have the opportunity to be more competitive in the national and international territory.

Keywords:

skills, socio-emotional, youth, education.

References:

[1] Oak , RB (2003). Emotional education and basic skills for life. Journal of educational research , 21 (1), 7-43.
[2] Goleman, D. (2018). Emotional intelligence (1st ed., Vol. 1). B. de Bolsillo.
[3] https://ciec.edu.co/wp-content/uploads/2017/08/La-Inteligencia-Emocional-Daniel-Goleman-1.53-58 pdf
[4] Treviño Villarreal, DC, & González Medina, MA (2019, June 2). Socio-emotional skills and their relationship with educational achievement in Higher Education Media students. Dialnet , 10 (1). Retrieved May 13, 2019, from https://dialnet.unirioja.es/descarga/articulo/7054681.pdf
[5] Mahyuddin, R., Elias, H., & Noordin, N. (2009). Emotional Intelligence, Achievement Motivation and Academic Achievement Among Students of the Public and Private Higher Institutions. International Journal of Diversity in Organisations, Communities & Nations, 9(4). https://web.s.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=14479532&AN=50282515&h=16CgcYlBgT42DgG5PyBrZAdMjsG1N04ftXhjDS6KphgyNML8NAjFqAr5UTezOvxPO%2bQ4Z8UO9ahS3Uo0bck1Ng%3d%3d&crl=c&resultNs=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d14479532%26AN%3d50282515
[6] Ramírez, V., Acuña, K., & Engler, I. (2021). Socioemotional skills in Mexican adolescents. Psychological Studies Magazine , 1 (3), 56–84. https://doi.org/10.35622/j.rep.2021.03.003
[7] Save it . (November 26, 2012). FUNDAMENTAL VALUES TO EDUCATE IN THE 21ST CENTURY . Obtained from http://www.salvarojeducacion.com/2012/11/10-valores-fundamentales-para-educar-en.html