Ciencias Humanas y de la Educación
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Item Habilidades sociales y autoconcepto(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-04) Córdova Carrillo Luisa Fernanda; Nieto Viteri Paulina Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe development of social skills and self-concept is essential for university development. In the Ecuadorian context, this is a transition period characterized by significant changes, frequently generating uncertainty and difficulties in adapting to social demands; therefore, the objective of this study was to determine the influence of social skills on the self-concept of first, second and third semester students of the Psychopedagogy program at the Technical University of Ambato. A mixed method approach was used with a non-experimental, cross-sectional, exploratory, descriptive and correlational design, using the Social Skills Scale (EHS) and the Form 5 SelfConcept Questionnaire (AF5) as instruments. 104 university students between the ages of 17 and 23 participated in the study. The results showed that 36% of the students presented a low level of social skills, with deficits in self-expression, defense and making demands, while 32% showed a low self-concept, mainly in the emotional and physical dimensions. Statistical analysis using the chi-square test (X²=16.558; p=0.002) confirmed the existence of a significant correlation between the two variables. Therefore, it was concluded that the development of social skills positively influences the formation of the self-concept of those evaluated, which is of fundamental importance for integral learning and psychological well-being.Item El autoconcepto y su incidencia en las habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Flores Troya Héctor Alejandro; Cadena Peralta Gladys Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research study on “Self-concept and social skills” had as its main objective to determine the influence of self-concept on social skills, considering a population of sixty students. The methodology was applied with a mixed approach that allowed finding answers to the research questions posed and the demonstration of hypotheses through numerical and analytical data, together with a bibliographic and documentary research modality, correlational and descriptive scope. The data collection instruments used were the Self-Concept Questionnaire Form 5 (AF - 5) for the independent variable and the Social Skills Scale of Goldstein et al. for the dependent variable. As for the verification and validation of the study, the SPSS statistic was applied using Pearson's test, where it was shown that the significance values are less than 0.001, the results are significant, so the alternate hypothesis (H1) is accepted with a very high positive correlation, the higher the level of self-concept maintained by the students, the greater the development of social skills and vice versa. Since.Item Dinámica familiar y habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-07-01) Salcedo Vásquez Víctor Alexander; Andrade Albán Jorge Rodrigo; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía"Family Dynamics and Social Skills" is a research whose primary objective is to determine the level of influence that family dynamics exert on the social skills of ninth and tenth grade students at "González Suárez" Educational Unit. To conduct the study, a mixed method approach was applied, combining qualitative and quantitative methods within a cross sectional design, including descriptive, exploratory, and correlational levels, based on documentary review and direct fieldwork. The instruments employed to gather data were the Family Cohesion and Adaptability Scale (CAF), which assesses family emotional bonds and adaptability, and the Social Skills Intervals questionnaire (IHS), measuring empathy, assertiveness, effective communication, and emotional management. The sample consisted of 52 students, whose data were statistically analyzed using Kendall’s Tau b coefficient, identifying a significant positive correlation between the two variables. The results demonstrated that a solid family dynamic characterized by coherent emotional relationships, effective communication, and flexible adaptation directly enhances the development of essential social skills for healthy interpersonal interaction in educational contexts. Therefore, the research concludes by emphasizing the importance of implementing educational programs that actively engage families as key participants in the comprehensive training of students, thereby strengthening their social skills, enhancing their academic and socio emotional performance, and confirming the crucial role of the family environment in adolescents' overall developmentItem Comunicación familiar y comportamiento socioafectivo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Toasa Galarza Junior Marcelo; Indacochea Mendoza Luis René; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe objective of this research “Family communication and socio-affective behavior” is to determine the influence of family communication on the socio-affective behavior of high school students of the Juan Pablo II Educational Unit. The research methodology presents a mixed approach; with descriptive, exploratory and correlational levels; field and bibliographicdocumentary modalities. The evaluated sample consisted of 94 high school students of the Juan Pablo II Educational Unit of Ambato. Family communication was evaluated with the Family Communication Scale and socio-affective behavior with Gismero's Social Skills Scale (EHS). The data collected were statistically processed through SPSS statistical software, from which the chi-square calculation was obtained to determine the level of correlation between the proposed variables. The results accepted the alternative hypothesis and rejected the null hypothesis that family communication does influence socioemotional behaviorItem Rol parental y habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Chávez Arcos Jennifer Cristina; Núñez Hernández Corina Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research, titled “Parental Role and Social Skills”, aims to establish the impact of the parental role on the social skills of students in the Middle Basic General Education level at the “Juan Pablo II” Educational Unit. The study involved a population of 103 students, from which a sample of 79 was selected. The methodology employed was based on both quantitative and qualitative approaches, allowing for the theoretical and statistical verification of the alternative hypothesis. Furthermore, the study had an exploratory, descriptive, and correlational scope and was conducted under the bibliographic-documentary research modality. For data collection, two instruments were used: a semi-structured questionnaire on the parental role and the Social Skills Evaluation System (SEHS). The results were verified using the Chi-Square statistical test, obtaining a calculated value of 40.864, which exceeded the critical tabulated value of 9.487. As a result, the alternative hypothesis was accepted, concluding that the parental role does have an impact on the social skills of Middle Basic General Education students at the “Juan Pablo II” Educational Unit.Item El comportamiento disruptivo y las habilidades sociales(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-21) Herrería Gallardo Nayarith Yelsy; Indacochea Mendoza Luis René; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe main objective of this research project on “Disruptive behavior and social skills” was to determine the impact of disruptive behavior on social skills, taking into account a population of 88 students. The methodology used a quantitative approach that allowed finding answers to the unknowns of the research and the demonstration of the hypothesis raised through the analysis of numerical data, accompanied by a descriptive correlational scope with a bibliographic documentary research modality. The information collection instruments were applied after having been subjected to the Cronbach Alpha coefficient where the ESPERI instrument obtained a reliability of 0.891 and the Goldstein Social Skills Scale obtained a reliability of 0.964 respectively. To verify the study, the Spearman Rho statistical test was applied, where a correlation coefficient of -0.059 was estimated, therefore, following the criteria set forth by this system, the result showed a considerable negative correlation accepting the alternative hypothesis: Disruptive behavior does affect the social skills of students of Basic Higher General Education of the “Pichincha” Educational Unit.Item Juegos cooperativos en las habilidades sociales en estudiantes de educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-21) Moreira Verdezoto Jefferson Romario; Medina Paredes Segundo Víctor; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research explores the influence of cooperative games on the development of social skills (such as communication, teamwork, empathy, and inclusion) in middle school students at "Juan Pablo II" Educational Unit, located in the city of Ambato, during the academic period from September 2024 to February 2025. This topic is significant due to its contribution to students' social and emotional development, fostering positive interactions, collaborative work, and a culture of equity within the school environment. The main objective of the study was to analyse how cooperative games impact the strengthening of social skills. A quantitative approach was employed, using a preexperimental, longitudinal, and field-based design, complemented by analyticalsynthetic methods and the Student's t-test, with a significance level of P≤0.05. Initially, students' social skills were assessed using the EHS Test, identifying deficiencies in key areas: effective communication (mean score of 2.4), teamwork (3.1), empathy (2.7), and inclusion (2.9). Subsequently, an intervention based on cooperative games was implemented, designed to foster group interaction and cohesion among participants. At the end of the intervention period, the results showed significant improvement in all evaluated areas. In effective communication, students achieved a mean score of 4.5 (high level), in teamwork 4.7 (high level), in empathy 4.2 (medium-high level), and in inclusion 4.8 (high level). These improvements demonstrate that cooperative games are an effective pedagogical strategy for enhancing social skills. Moreover, the implementation of these activities promoted a dynamic and motivating learning environment, where students actively participated and developed key social competencies. This approach not only improved social skills but also created an inclusive and respectful space where every student could contribute individually. In conclusion, cooperative games are an integral educational tool that strengthens students' social skills while fostering positive attitudes and meaningful learning. Their application in the classroom contributes to the holistic development of children, promoting healthy interpersonal relationships, inclusion, and a values-based education.Item Juegos cooperativos en las habilidades sociales en estudiantes de educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-21) Moreira Verdezoto Jefferson Romario; Medina Paredes Segundo Víctor; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research explores the influence of cooperative games on the development of social skills (such as communication, teamwork, empathy, and inclusion) in middle school students at "Juan Pablo II" Educational Unit, located in the city of Ambato, during the academic period from September 2024 to February 2025. This topic is significant due to its contribution to students' social and emotional development, fostering positive interactions, collaborative work, and a culture of equity within the school environment. The main objective of the study was to analyse how cooperative games impact the strengthening of social skills. A quantitative approach was employed, using a preexperimental, longitudinal, and field-based design, complemented by analyticalsynthetic methods and the Student's t-test, with a significance level of P≤0.05. Initially, students' social skills were assessed using the EHS Test, identifying deficiencies in key areas: effective communication (mean score of 2.4), teamwork (3.1), empathy (2.7), and inclusion (2.9). Subsequently, an intervention based on cooperative games was implemented, designed to foster group interaction and cohesion among participants. At the end of the intervention period, the results showed significant improvement in all evaluated areas. In effective communication, students achieved a mean score of 4.5 (high level), in teamwork 4.7 (high level), in empathy 4.2 (medium-high level), and in inclusion 4.8 (high level). These improvements demonstrate that cooperative games are an effective pedagogical strategy for enhancing social skills. Moreover, the implementation of these activities promoted a dynamic and motivating learning environment, where students actively participated and developed key social competencies. This approach not only improved social skills but also created an inclusive and respectful space where every student could contribute individually. In conclusion, cooperative games are an integral educational tool that strengthens students' social skills while fostering positive attitudes and meaningful learning. Their application in the classroom contributes to the holistic development of children, promoting healthy interpersonal relationships, inclusion, and a values-based education.Item Habilidades sociales y la atención selectiva(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-20) Gómez Galarza Angeles Lucía; Gómez Alvarado Héctor Fernando; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research project, titled "Social Skills and Selective Attention", seeks to investigate social skills and selective attention among students in basic general education. The study involved the participation of 77 eighth-grade students who contributed to data collection through questionnaires and standardized tests, such as the EHS Test by Elena Gismero and the d2 Attention Test. The results reveal significant variability in social skills and selective attention, highlighting that the hypothesis test is alternative. It is noted that selective attention improves as students strengthen and optimize their social skills, both in educational environments and in various social contexts.Item Las habilidades sociales y el trabajo colaborativo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-20) Gaibor Rubio José Gustavo; Alvarado Quinto Roberto Enrique; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research work entitled "Social skills and collaborative work" aims to investigate social skills and collaborative work in high school students, in which 60 first, second- and third-year high school students participated, which allowed data collection through instruments used such as the Goldstein Test and a validated questionnaire to measure collaborative work to assess the level at which each student is. The results show that there is a significant variability in the levels of social skills and collaborative work where the test of the hypothesis is alternative, considering that in the development of good collaborative work they evolve as students enhance their social skills.