Competencia socioemocional y toma de decisiones en el rendimiento académico de estudiantes universitarios

MAYRA DELGADO VILLALOBOS (2023, [Tesis de doctorado])

Las emociones sociales forman parte de la complejidad interna de una sociedad donde

confluyen niveles de estructura social: las interacciones entre sus individuos, los patrones

de relación entre ellos y sus principios de organización. Las emociones sociales subyacen

a esta complejidad e incluyen mecanismos de autorregulación que permiten a los

individuos desarrollar habilidades socioemocionales para evaluar cuándo y con quién

cooperar o competir, regular las respuestas emocionales y el comportamiento en

situaciones sociales, mantener relaciones de largo plazo, favorecer la prosocialidad y la

cohesión grupal. Estas habilidades son fundamentales en nuestros entornos culturales

dinámicos. Por ello, la OECD las considera habilidades del siglo XXI.

Desde una perspectiva interdisciplinar con énfasis en la cognición social, en la

presente investigación se revisó la importancia y la función de las emociones sociales, y

con base en los diferentes niveles de complejidad social se propone una distinción entre

habilidades y competencias socioemocionales. También se revisaron diversos enfoques

teóricos sobre estas competencias, así como la metodología para su evaluación en la

educación universitaria. Asimismo, se realizó un estudio exploratorio con un diseño

transversal y la muestra se conformó por 104 estudiantes universitarios. El modelo teórico

propuesto se probó mediante ecuaciones estructurales, encontrándose diferencias

significativas entre el compromiso académico y el rendimiento académico, la resiliencia

y el razonamiento.

Social emotions are part of the internal complexity of a society where levels of social

structure converge: the interactions between its individuals, the relationships patterns

between them and their organizational principles. Social emotions underlie this

complexity and include self-regulation mechanisms that allow individuals to develop

socioemotional skills to assess when and with whom to cooperate or compete, regulate

emotional responses and behavior in social situations, maintain long-term relationships,

promote prosociality and group cohesion. These skills are essential in our dynamic

cultural environments. For this reason, the OECD considers them 21st century skills.

From an interdisciplinary perspective with an emphasis on social cognition, this

research reviewed the importance and function of social emotions, and based on the

different levels of social complexity, a distinction between socio-emotional skills and

competencies is proposed. Various theoretical approaches to these competencies were

also reviewed, as well as the methodology for their evaluation in university education.

Likewise, an exploratory study was carried out with a cross-sectional design and the

sample consisted of 104 university students. The proposed theoretical model was tested

using structural equations, finding significant differences between academic commitment

and academic performance, resilience and reasoning.

HUMANIDADES Y CIENCIAS DE LA CONDUCTA PEDAGOGÍA cognición social, desarrollo socioemocional, competencias socioemocionales, evaluación socioemocional y aprendizaje socioemocional. social cognition, social-emotional development, social-emotional competencies, social-emotional assessment and social-emotional learning

Biodiversity conservation in an anthropized landscape: Trees, not patch size drive, bird community composition in a low-input agroecosystem

ERIC MELLINK BIJTEL (2017, [Artículo])

One of the most typical agro-ecosystems in the Llanos de Ojuelos, a semi-arid region of central Mexico, is that of fruit-production orchards of nopales (prickly pear cacti). This perennial habitat with complex vertical structure provides refuge and food for at least 112 species of birds throughout the year. Nopal orchards vary in their internal structure, size and shrub/ tree composition, yet these factors have unknown effects on the animals that use them. To further understand the conservation potential of this agro-ecosystem, we evaluated the effects of patch-size and the presence of trees on bird community composition, as well as several habitat variables, through an information-theoretical modelling approach. Community composition was obtained through a year of census transects in 12 orchards. The presence of trees in the orchards was the major driver of bird communities followed by seasonality; bird communities are independent of patch size, except for small orchard patches that benefit black-chin sparrows, which are considered a sensitive species. At least 55 species of six trophic guilds (insectivores, granivores, carnivores, nectivores, omnivores, and frugivores) used the orchards. Orchards provide adequate habitat and food resources for several sensitive species of resident and migratory sparrows. The attributes that make orchards important for birds: trees, shrubs, herb seeds, and open patches can be managed to maintain native biodiversity in highly anthropized regions with an urgent need to find convergence between production and biological conservation. © 2017 Mellink et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

agroecosystem, carnivore, chin, conservation biology, driver, frugivore, granivore, habitat, human, insectivore, landscape, nonhuman, omnivore, orchard, resident, seasonal variation, shrub, sparrow, theoretical model, agriculture, animal, biodiversit CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA