Impacto de fenómenos socioemocionales en el rendimiento académico de la lectoescritura en estudiantes

Abstract

In the Latin American educational context, this article explores how socio emotional phenomena impact the academic performance of reading and writing in Basic General Education (BGE) students. Through a systematic review using the PRISMA methodology, articles in Spanish and English published between 2018 and 2023 were examined. From a total of 275,307 records, 12 articles were selected that met the inclusión and exclusion criteria. These studies involved approximately 2,909 children, aged between 4 and 18 years. The findings reveal that factors such as anxiety and self-esteem play a crucial role in the development of reading and writing skills, significantly affecting students' academic performance. This highlights the need to foster socio-emotional competencies in the classroom, as these can be key to improving not only literacy skills but also the overall well-being of students. Additionally, it is suggested to implement comprehensive educational programs that address both emotional and academic development, creating a conducive environment for learning.