Impacto de fenómenos socioemocionales en el rendimiento académico de la lectoescritura en estudiantes
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Date
2025
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Publisher
PUCE - Quito
Abstract
En el contexto educativo latinoamericano, este artículo explora cómo los fenómenos socio-emocionales afectan el rendimiento académico en la lecto-escritura de los estudiantes. A través de una revisión sistemática utilizando la metodología PRISMA, se examinaron artículos en español e inglés publicados entre 2018 y 2023. De un total de 275,307 registros, se seleccionaron 12 artículos que cumplían con los criterios de inclusión y exclusión. Estos estudios involucraron a aproximadamente 2,909 niñas y niños, con edades que oscilan entre los 4 y 18 años.
Los hallazgos revelan que factores como la ansiedad y la autoestima juegan un papel crucial en el desarrollo de las habilidades de lectura y escritura, afectando de manera significativa el rendimiento académico de los estudiantes. Esto pone de manifiesto la necesidad de fomentar competencias socio-emocionales en el aula, ya que estas pueden ser la clave para mejorar no solo las habilidades lecto-escritoras, sino también el bienestar general de los alumnos. Asimismo, se sugiere la implementación de programas educativos integrales que atiendan tanto el desarrollo emocional como el académico, creando un ambiente propicio para el aprendizaje.
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.
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.
Description
Keywords
Psicología educativa - Competencias socioemocionales, Ansiedad, Autoestima, Rendimiento académico, Lectoescritura - Desarrollo de habilidades, Estudiantes - Psicología, Educación - América Latina, Socio-emotional phenomena, Socio-emotional competencias, Academic performance, Reading and writing, Education, Students