Examinando por Autor "Neyra López, Carolina Amelia"

Mostrando 1 - 8 de 8

Acceso abierto
Asertividad e inteligencia emocional en estudiantes de una universidad privada de Lima, 2025
(Universidad Privada Norbert Wiener, 2026-01-26) García Medina, Rosario del Pilar; Neyra López, Carolina Amelia
Objective: To determine the association between assertiveness and emotional intelligence in students of a private university in Lima, 2025. Method: A quantitative, cross sectional, and correlational study was conducted with 160 students. Assertiveness was measured using the Gambrill and Richey Assertiveness Inventory (IAG-R), where higher scores indicate lower assertiveness, and emotional intelligence was assessed with the TMMS-24 scale, where higher scores reflect greater emotional intelligence. Spearman’s correlation was applied. Results: The median age was 20 years (range: 18–36), with 45.0% male and 55.0% female, mostly from the Coast region (76.9%). A significant negative correlation was found between assertiveness and emotional intelligence (Rho = -0.348; p < 0.001), indicating that greater assertiveness (lower IAG-R scores) is associated with higher emotional intelligence. All assertiveness dimensions also showed significant correlations (Rho = -0.206 to -0.343; p < 0.01). Conclusion: In this population, higher assertiveness is related to greater emotional intelligence, highlighting the importance of promoting assertive and emotional skills within the university context.
Acceso abierto
Competency-Based Curriculum Planning Model To Overcome Inconsistencies In Vocational Training
(Wolters Kluwer Medknow Publications, 2022) Neyra López, Carolina Amelia; Tacilla Ramìrez, Nancy Jesús; Rivera-Zamudio, July
“The objective of the research was to evaluate the consistency of different training proposals, proposing as a reference a competency-based curriculum planning model. Qualitative methodology was used from an interpretive paradigm, making use of inductive and deductive analysis at the same time. Inductively, observations were generated through documentary analysis, interviews with experts, and a focus group with university professors, who then deductively derived interpretations and forecasts regarding curricular planning. As a result, it was obtained that the designed model, based on the triangulation of the information collected, allowed evaluating and determining the strengths and weaknesses of the priority elements of the university curriculum: the graduation profile, the study plan and the evaluation system. The main conclusion was that it is necessary to have clear parameters for specifying the university curriculum, through a referential model that allows the development of a virtuous circle of evaluation and continuous improvement of curricular planning.Keywords: -competencies; curriculum planning; consistency; discharge profile; Curriculum; evaluation systemINTRODUCTIONThe Bologna agreement signed by the European Union led to great transformations in the training processes of future professionals. One of these was that the university curriculum presents competencies to develop for the exercise of a certain career 18 . According to the Tuning Project for Latin America 45 , competencies are classified by their basic, transversal or specific nature. Basic skills allow people to function as individuals who are part of society and support the development of more complex skillsof analysis, synthesis, understanding and action, thanks to the cognitive skills of information processing, argumentation and interpretation 44 accompanied by of central aspects.Transversal, generic or soft skills are common to different professions, and increase performance expertise, employability, management and productivity in different work environments 8,14, 19,26,44 . The specific competencies are those specific to each profession, and establish the performance expected in each of the professional disciplines, which promote specialization, thanks to the development of specific training processes 2, 20, 39,44 .Another transformation was the management of curricular planningso that all the elements of the curriculum (profiles, objectives, competencies, contents, didactic strategies and evaluation strategies) converge harmoniously and, thus, achieve the graduation profile 11,38 . The design of a curricular planning by competencies must start by identifying the challenges and needs of each profession, this with the aim of contributing to the solution of the latent problems that society faces, for which the competencies to be trained for a suitable performance. All this with theaim of guaranteeing the articulation between the training proposal and the set of demands on the profession 6 .Based on the above, curricular planning is defined in a competency-based approach as the design process of each of the central components of the curriculum, taking into account the educational model of the university, which defines the fundamental orientations of training, as well as the environment of the profession, its demands and development trends.From this perspective, a Curriculum Planning Model for Competencies -hereinafter MPCC -becomes the reference for the construction, organization and readjustment of the competency-based training curriculum, which contains the description of the stages and processes that guarantee consistency, coherence, relevance and gradualness of the training process, likewise, it articulates the macro, meso and micro stages of curricular planning where the structure of each of its components is taken into account 3,24,25,41,50 .The fundamental elements of the MPCC are the graduate profile, the study plan and the evaluation system. The graduation profile is made up of the set of generic and specific competencies for performance in a certain profession, identified after “
Acceso abierto
Competency-Based Curriculum Planning Model To Overcome Inconsistencies In Vocational Training
(Wolters Kluwer Medknow Publications, 2022) Neyra López, Carolina Amelia; Tacilla Ramìrez, Nancy Jesús; Rivera-Zamudio, July
“The objective of the research was to evaluate the consistency of different training proposals, proposing as a reference a competency-based curriculum planning model. Qualitative methodology was used from an interpretive paradigm, making use of inductive and deductive analysis at the same time. Inductively, observations were generated through documentary analysis, interviews with experts, and a focus group with university professors, who then deductively derived interpretations and forecasts regarding curricular planning. As a result, it was obtained that the designed model, based on the triangulation of the information collected, allowed evaluating and determining the strengths and weaknesses of the priority elements of the university curriculum: the graduation profile, the study plan and the evaluation system. The main conclusion was that it is necessary to have clear parameters for specifying the university curriculum, through a referential model that allows the development of a virtuous circle of evaluation and continuous improvement of curricular planning.Keywords: -competencies; curriculum planning; consistency; discharge profile; Curriculum; evaluation systemINTRODUCTIONThe Bologna agreement signed by the European Union led to great transformations in the training processes of future professionals. One of these was that the university curriculum presents competencies to develop for the exercise of a certain career 18 . According to the Tuning Project for Latin America 45 , competencies are classified by their basic, transversal or specific nature. Basic skills allow people to function as individuals who are part of society and support the development of more complex skillsof analysis, synthesis, understanding and action, thanks to the cognitive skills of information processing, argumentation and interpretation 44 accompanied by of central aspects.Transversal, generic or soft skills are common to different professions, and increase performance expertise, employability, management and productivity in different work environments 8,14, 19,26,44 . The specific competencies are those specific to each profession, and establish the performance expected in each of the professional disciplines, which promote specialization, thanks to the development of specific training processes 2, 20, 39,44 .Another transformation was the management of curricular planningso that all the elements of the curriculum (profiles, objectives, competencies, contents, didactic strategies and evaluation strategies) converge harmoniously and, thus, achieve the graduation profile 11,38 . The design of a curricular planning by competencies must start by identifying the challenges and needs of each profession, this with the aim of contributing to the solution of the latent problems that society faces, for which the competencies to be trained for a suitable performance. All this with theaim of guaranteeing the articulation between the training proposal and the set of demands on the profession 6 .Based on the above, curricular planning is defined in a competency-based approach as the design process of each of the central components of the curriculum, taking into account the educational model of the university, which defines the fundamental orientations of training, as well as the environment of the profession, its demands and development trends.From this perspective, a Curriculum Planning Model for Competencies -hereinafter MPCC -becomes the reference for the construction, organization and readjustment of the competency-based training curriculum, which contains the description of the stages and processes that guarantee consistency, coherence, relevance and gradualness of the training process, likewise, it articulates the macro, meso and micro stages of curricular planning where the structure of each of its components is taken into account 3,24,25,41,50 .The fundamental elements of the MPCC are the graduate profile, the study plan and the evaluation system. The graduation profile is made up of the set of generic and specific competencies for performance in a certain profession, identified after “
Acceso abierto
“Curriculum Alignment To Ensure The Achievement Of The Teacher's Graduation Profile“
(Springer International Publishing AG, 2022-11-10) Tacilla Ramirez, Nancy Jesús; Valdez Asto, José Luis; Neyra López, Carolina Amelia
“Initial teacher training is recognized as one of the fundamental factors to improve the quality of educational processes in the classroom, therefore, it is relevant to ensure that future teachers acquire the disciplinary and pedagogical skills necessary for the exercise of a teaching practice appropriate to the diversity. In this sense, the purpose of this study was to analyze the curricular alignment process of the Initial Teacher Training (FID) curriculum for primary education in the training proposal of an Institute of Higher Pedagogical Education. The approach that is assumed is qualitative with a phenomenological design, which allows the description and interpretation of the incorporation and approach of the National Basic Curriculum Design (DCBN) of the FID in the levels and processes of management through documentary analysis and interviews that collect the experiences of the participants. The research made it possible to describe the meaning and specific character of the curricular alignment processes, the implications of assuming the transversality of research and pre-professional practice, and the relevance of integrative projects in the articulation of the curriculum and the improvement of the efficiency of initial teacher training in terms of skills development. Experience reveals that. to improve the coherence between the initial teacher training curriculum and the pedagogical practice aimed at achieving the teacher's graduation profile. Permanent reflection by the educational community and continuous improvement of their skills is required.“
Acceso abierto
“Curriculum Alignment To Ensure The Achievement Of The Teacher's Graduation Profile“
(Springer International Publishing AG, 2022-11-10) Tacilla Ramirez, Nancy Jesús; Valdez Asto, José Luis; Neyra López, Carolina Amelia
“Initial teacher training is recognized as one of the fundamental factors to improve the quality of educational processes in the classroom, therefore, it is relevant to ensure that future teachers acquire the disciplinary and pedagogical skills necessary for the exercise of a teaching practice appropriate to the diversity. In this sense, the purpose of this study was to analyze the curricular alignment process of the Initial Teacher Training (FID) curriculum for primary education in the training proposal of an Institute of Higher Pedagogical Education. The approach that is assumed is qualitative with a phenomenological design, which allows the description and interpretation of the incorporation and approach of the National Basic Curriculum Design (DCBN) of the FID in the levels and processes of management through documentary analysis and interviews that collect the experiences of the participants. The research made it possible to describe the meaning and specific character of the curricular alignment processes, the implications of assuming the transversality of research and pre-professional practice, and the relevance of integrative projects in the articulation of the curriculum and the improvement of the efficiency of initial teacher training in terms of skills development. Experience reveals that. to improve the coherence between the initial teacher training curriculum and the pedagogical practice aimed at achieving the teacher's graduation profile. Permanent reflection by the educational community and continuous improvement of their skills is required.“
Acceso abierto
Diseño de un modelo de planificación curricular por competencias como referente de evaluación de la propuesta formativa de tres facultades de Lima, 2021
(Universidad Privada Norbert Wiener, 2022-03-07) Neyra López, Carolina Amelia; Huaita Acha, Delsi Mariela
The objective of this study was to design a model of curricular planning by competencies that allows evaluating the coherence of the training proposal of three faculties of Lima, in 2021; The research approach was qualitative, descriptive, under an interpretive paradigm and the design of grounded theory, carrying out the analysis of information contained in the curricular proposals of certain houses of studies and theorists on the subject, representing the very complexity of the processes (Hernández and Mendoza, 2018). Inductive observations were generated that later deductively derived in interpretations and forecasts around the reality studied by comparing data and the explanatory-comprehensive theory that emerged for the better understanding of the phenomenon; interviews with experts in the curriculum were applied and a focus group was carried out with university professors, being the trial sample. The result was the verification of the weak theoretical-methodological management of the competence approach in the construction of the curriculum, the identification of inconsistencies in the development of each of its elements and the gaps between them. It was concluded that the competency-based curriculum planning model, as a benchmark for evaluation, allows information to be made to make decisions that lead to continuous improvement of the training proposal and to ensure the quality of learning to be achieved by studentsdy.
Acceso abierto
Inteligencia Emocional y Estilos de Aprendizaje en Estudiantes Universitarios de Lima Metropolitana, 2025
(Universidad Privada Norbert Wiener, 2026-01-29) Muñoz Peralta, Dalma; Neyra López, Carolina Amelia
El estudio buscó analizar la relación entre la inteligencia emocional y los estilos deaprendizaje en una muestra de estudiantes universitarios de Lima Metropolitana, 2025. Seadoptó un enfoque de tipo cuantitativo con carácter básico y diseño correlacional de cortetransversal. Participaron 100 estudiantes evaluados mediante dos instrumentos validados: elTrait Meta-Mood Scale (TMMS-24) para medir la inteligencia emocional y el CuestionarioHoney-Alonso de Estilos de Aprendizaje (CHAEA). Los resultados evidenciaron unacorrelación positiva y estadísticamente significativa entre ambas variables (Rho = 0,531; p <0,001). A nivel dimensional, la reparación emocional mostró el vínculo más fuerte con losestilos de aprendizaje. Estos hallazgos permiten afirmar que el desarrollo emocional de losestudiantes influye en la forma en que asimilan y procesan el conocimiento.Palabras clave: Inteligencia emocional, estilos de aprendizaje, estudiantes universitarios.
Acceso abierto
Inteligencia emocional y habilidades sociales en estudiantes universitarios de Lima Metropolitana, 2025
(Universidad Privada Norbert Wiener, 2025-09-19) Acevedo Toribio, Karen Karina; Neyra López, Carolina Amelia
The present study aimed to determine the relationship between emotional intelligence and social skills in university students from the city of Lima in 2025. A basic research methodology was employed, with a correlational level, non-experimental design, and quantitative approach. The sample consisted of 180 university students from Lima, who were assessed using two duly validated and reliable questionnaires: the Emotional Intelligence Questionnaire TMMS-24 and Goldstein’s Social Skills Questionnaire. The results highlighted a significant and considerable positive correlation (Rho = .577; p = .000) between the variables. Furthermore, emotional intelligence (62.2%) and social skills (52.8%) were found to be at a medium level among the students. It is concluded that there is a relationship between emotional intelligence and social skills.