El apoyo familiar y el desarrollo de competencias socioemocionales en estudiantes de sexto grado de educación general básica paralelos “A” y “B” de la Unidad Educativa “Isabel La Católica”, del cantón Píllaro

Abstract

The purpose of this research is to investigate family support in the development of socioemotional competencies in sixth grade students of General Basic Education, parallel ‘A’ and ‘B’ of the ‘Isabel la Católica’ Educational Unit, in the canton of Píllaro. This topic is relevant since, in a complex and changing reality, family support emerges as a fundamental pillar in the integral development of children and adolescents. The methodology was bibliographic and field-based, since books and articles were used, and the educational institution was visited to apply the data collection instruments. The line of research is social and educational behavior. A descriptive level of study was reached, because it details the characteristics of the subject of study based on the reality of the educational institution. The collection techniques were a questionnaire to assess socioemotional competences formulated by López-Cassá and PérezEscoda (2013), and a questionnaire that allowed us to know the type of direct or indirect family support received by the students. The study population consisted of 42 participants belonging to sixth ‘A’ and ‘B’ grades. The results indicate that the students have a significant development in their socio-emotional competences, highlighting personal autonomy with 76.18%, which indicates their ability to organize themselves to face challenges and maintain a positive attitude. Likewise, indirect family support is the most representative with 63.50%, highlighting the participation of parents in activities that benefit integral development such as support in holiday courses, attending meetings and satisfying their basic needs