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Role Play as a Methodological Strategy to Develop Socio-emotional Skills in University Students
dc.contributor.author | Palacios Garay, Jessica Paola | es_ES |
dc.contributor.author | Venegas Mejía, Valia Luz | es_ES |
dc.contributor.author | Mediano Bazán, María Victoria | es_ES |
dc.contributor.author | Bryson Mallca, Wálter Florencio | es_ES |
dc.date.accessioned | 2022-11-22T22:08:59Z | |
dc.date.available | 2022-11-22T22:08:59Z | |
dc.date.issued | 2022-09-22 | |
dc.identifier.uri | https://hdl.handle.net/20.500.13053/7191 | |
dc.description.abstract | Emotions and education are closely related, since adequate emotional management is required to face academic challenges favorably. Socio-emotional skills are personal resources for effectively managing personal and social change and coping with difficult emotions. The objective was to determine the influence of role-playing as a methodological strategy in the development of socio-emotional skills in university students.The study had a quantitative approach, applied type, with an experimental, quasi-experimental design. The sample consisted of 252 students from the Faculty of Health of a fifth-cycle private university. Information collection was carried out through the revised version of the social skills scale composed of six dimensions. The results showed that the role-playing program develops socioemotional skills due to U-Mann-Whitney =.000 and z= -13.725. It is concluded that the role-play strategy helps to address a tension-free environment, enhancing the personal and interpersonal skills of university students. | es_ES |
dc.format | application/pdf | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | WOLTERS KLUWER MEDKNOW PUBLICATIONS | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | es_ES |
dc.subject | Role Play, Socio-emotional Skills, Methodological Strategy, Emotions | es_ES |
dc.title | Role Play as a Methodological Strategy to Develop Socio-emotional Skills in University Students | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.identifier.doi | https://doi.org/10.47750/pnr.2022.13.S03.044 | es_ES |
dc.type.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.publisher.country | IN | es_ES |
dc.subject.ocde | http://purl.org/pe-repo/ocde/ford#3.03.00 | es_ES |
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