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dc.contributorRosero Pahi, Mario Alberto-
dc.contributorhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001356760-
dc.contributorhttps://scholar.google.es/citations?hl=es&user=lmqwzwUAAAAJ-
dc.contributorhttps://orcid.org/0000-0002-9546-4064-
dc.contributorhttps://www.researchgate.net/profile/Mario_Alberto_Rosero_Pahi3-
dc.creatorMeneses Correa, Andrea Juliana-
dc.date2021-03-16T19:12:30Z-
dc.date2021-03-16T19:12:30Z-
dc.date2020-11-
dc.date.accessioned2022-03-14T18:52:54Z-
dc.date.available2022-03-14T18:52:54Z-
dc.identifierhttp://hdl.handle.net/20.500.12749/12433-
dc.identifierinstname:Universidad Autónoma de Bucaramanga - UNAB-
dc.identifierreponame:Repositorio Institucional UNAB-
dc.identifierrepourl:https://repository.unab.edu.co-
dc.identifier.urihttp://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/19991-
dc.descriptionLa cognición social es la capacidad que posee el ser humano de relacionarse con los demás a partir de la puesta en marcha de habilidades socio-cognitivas como la empatía, la teoría de la mente y conducta prosocial que relacionadas entre sí, promueven el reconocimiento de aspectos claves en el desarrollo satisfactorio del proceso de socialización. El comprender los sentimientos y emociones de los demás; inferir sobre los pensamientos, creencias y conductas generadas a partir de estos y ayudar desinteresadamente al otro, caracteriza el alcance evolutivo del ser humano. Fundamentalmente, las habilidades de orden superior, se desarrollan en el transcurrir de las etapas del ciclo vital y tienden a incidir según diversos estudios en la forma cómo interactúan las personas en determinados contextos. Esta investigación tuvo como objetivo determinar si la cognición social predice el desempeño académico en estudiantes de media vocacional. Para ello se llevó a cabo un estudio transversal de tipo correlacional, con una muestra de 188 estudiantes masculinos de habla hispana, comprendidos entre los 14 y 18 años de edad. Se midieron por separado los constructos que conforman la cognición social: empatía, la teoría de la mente y la conducta prosocial, para luego determinar si estos componentes predicen el desempeño del promedio final de notas obtenido en las asignaturas de lenguaje y matemáticas. Los análisis de los resultados indicaron que la teoría de la mente predice positivamente el desempeño en lenguaje y matemáticas, adicionalmente, se estableció que la empatía predice positivamente el desempeño en lenguaje, pero no en matemáticas. Finalmente se determinó que la conducta prosocial no es un predictor del desempeño académico en lenguaje y matemáticas. Estos hallazgos evidencian la importancia del componente sociocognitivo en el entorno escolar y la necesidad de incluir estos factores en el desarrollo de las prácticas educativas.-
dc.descriptionResumen ......................................................................................................................... 5 Abstract............................................................................................................................ 6 1 Introducción .................................................................................................................. 7 2 Situación problema ....................................................................................................... 9 3 Objetivos de investigación ........................................................................................... 11 6 Antecedentes .............................................................................................................. 15 7 Marco Teórico ............................................................................................................. 25 7.1 Cognición social: .................................................................................................. 25 7.7.1 Sistemas de memoria y cognición social ........................................................ 25 7.2 Desarrollo filogenético de la empatía .................................................................... 26 7.2.1 Mecanismos cerebrales de la empatía ........................................................... 27 7.3 Teoría de la mente ............................................................................................... 28 7.4 Conducta prosocial ............................................................................................... 30 7.4.1 Circuitos neuronales de conductas prosociales .............................................. 30 7.5 Adolescencia y desarrollo del cerebro ................................................................. 32 7.6 Desarrollo de la regulación emocional y desempeño académico .......................... 33 8 Marco Legal ................................................................................................................ 36 9 Metodología ................................................................................................................ 37 9.1 Participantes ......................................................................................................... 37 9.2 Instrumentos: ........................................................................................................ 37 9.2.1 Desempeño académico ................................................................................. 37 9.2.2 Empatía ......................................................................................................... 37 9.2.3 Teoría de la Mente ......................................................................................... 38 9.2.4 Conducta Prosocial ........................................................................................ 38 4 9.3 Procedimiento ...................................................................................................... 39 10 Análisis de datos ....................................................................................................... 40 11. Resultados ............................................................................................................... 41 11 Discusión .................................................................................................................. 45 12 Conclusiones ............................................................................................................ 48 13 Recomendaciones .................................................................................................... 49 Referencias Bibliográficas .............................................................................................. 50 Anexos ........................................................................................................................... 55-
dc.descriptionMaestría-
dc.descriptionSocial cognition is the capacity that human beings possess to relate to others through the implementation of socio-cognitive skills such as empathy, theory of mind and prosocial behavior that, when related, promote the recognition of key aspects in the satisfactory development of the socialization process. Understanding the feelings and emotions of others; inferring about the thoughts, beliefs and behaviors generated from these and selflessly helping the other, characterizes the evolutionary scope of the human being. Fundamentally, the abilities of superior order, are developed in the passage of the stages of the vital cycle and tend to influence according to diverse studies in the form how people interact in certain contexts. This research had the objective of determining if social cognition predicts academic performance in vocational middle school students. For this purpose, a transversal study of correlational type was carried out, with a sample of 188 Spanish-speaking male students, between 14 and 18 years old. The constructs that make up social cognition were measured separately: empathy, theory of mind and prosocial behavior, to then determine if these components predict the performance of the final average of grades obtained in the subjects of language and mathematics. The analysis of the results indicated that the theory of mind positively predicts performance in language and mathematics; additionally, it was established that empathy positively predicts performance in language but not in mathematics. Finally, it was determined that prosocial behavior is not a predictor of academic performance in language and mathematics. These findings evidence the importance of the socio-cognitive component in the school environment and the need to include these factors in the development of educational practices.-
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dc.languagespa-
dc.publisherUniversidad Autónoma de Bucaramanga UNAB-
dc.publisherFacultad Ciencias Sociales, Humanidades y Artes-
dc.publisherMaestría en Educación-
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dc.rightshttp://creativecommons.org/licenses/by-nc-nd/2.5/co/-
dc.rightsAbierto (Texto Completo)-
dc.rightsinfo:eu-repo/semantics/openAccess-
dc.rightshttp://purl.org/coar/access_right/c_abf2-
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia-
dc.subjectEducation-
dc.subjectQuality in education-
dc.subjectSocial cognition-
dc.subjectEmpathy-
dc.subjectTheory of mind-
dc.subjectProsocial behavior-
dc.subjectAdolescence-
dc.subjectCognition in adolescents-
dc.subjectLearning process-
dc.subjectSocial development-
dc.subjectEducación-
dc.subjectCalidad de la educación-
dc.subjectCognición en adolescentes-
dc.subjectProceso de aprendizaje-
dc.subjectDesarrollo social-
dc.subjectCognición social-
dc.subjectEmpatía-
dc.subjectTeoría de la mente-
dc.subjectConducta prosocial-
dc.subjectAdolescencia-
dc.titleLa cognición social como predictor del desempeño académico en estudiantes de educación media-
dc.titleSocial cognition as a predictor of academic performance in high school students-
dc.typeinfo:eu-repo/semantics/masterThesis-
dc.typeTesis-
dc.typehttp://purl.org/coar/resource_type/c_bdcc-
dc.typeinfo:eu-repo/semantics/acceptedVersion-
dc.typehttp://purl.org/redcol/resource_type/TM-
dc.coverageColombia-
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