Mostrar el registro sencillo del ítem

La cognición social como predictor del desempeño académico en estudiantes de educación media

dc.contributor.advisorRosero Pahi, Mario Albertospa
dc.contributor.authorMeneses Correa, Andrea Julianaspa
dc.coverage.spatialColombiaspa
dc.date.accessioned2021-03-16T19:12:30Z
dc.date.available2021-03-16T19:12:30Z
dc.date.issued2020-11
dc.identifier.urihttp://hdl.handle.net/20.500.12749/12433
dc.description.abstractLa 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.spa
dc.description.tableofcontentsResumen ......................................................................................................................... 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 ........................................................................................................................... 55spa
dc.format.mimetypeapplication/pdfspa
dc.language.isospaspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.titleLa cognición social como predictor del desempeño académico en estudiantes de educación mediaspa
dc.title.translatedSocial cognition as a predictor of academic performance in high school studentsspa
dc.degree.nameMagíster en Educaciónspa
dc.publisher.grantorUniversidad Autónoma de Bucaramanga UNABspa
dc.rights.localAbierto (Texto Completo)spa
dc.publisher.facultyFacultad Ciencias Sociales, Humanidades y Artesspa
dc.publisher.programMaestría en Educaciónspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.localTesisspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.subject.keywordsEducationeng
dc.subject.keywordsQuality in educationeng
dc.subject.keywordsSocial cognitioneng
dc.subject.keywordsEmpathyeng
dc.subject.keywordsTheory of mindeng
dc.subject.keywordsProsocial behavioreng
dc.subject.keywordsAdolescenceeng
dc.subject.keywordsCognition in adolescentseng
dc.subject.keywordsLearning processeng
dc.subject.keywordsSocial developmenteng
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga - UNABspa
dc.identifier.reponamereponame:Repositorio Institucional UNABspa
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2spa
dc.relation.referencesAdolphs, R. (1999). Social cognition and the human brain. Trends Cogn. Sci. 3, 469–479. doi: 10.1016/s1364-6613(99)01399-6spa
dc.relation.referencesAmodio, D. (2019). Social Cognition 2.0:An Interactive Memory Systems Account. Trends in Cognitive Sciences, 23, 21-33. doi: 10.1016/j.tics.2018.10.002.spa
dc.relation.referencesAsamblea General de las Naciones Unidas (2015). Declaración Universal de los Derechos Humanos (1948). Recuperado de: https://www.un.org/es/documents/udhr/UDHR_booklet_SP_web.pdfspa
dc.relation.referencesBaron-Cohen, S., Wheelwright, S., Hill, J., Raste, &., y Plumb, I. (2001). The "Reading the mind in the eyes" test revison version: A study whith normal adults, and adults whith asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42 (2), 241–251. Recuperado de: http://docs.autismresearchcentre.com/papers/2001_BCetal_adulteyes.pdfspa
dc.relation.referencesBlakemore, S. J. (2012). Imaging brain development: The adolescent brain. Neuroimage, 61(2), 397–406. doi: 10.1016/j.neuroimage.2011.11.080.spa
dc.relation.referencesBlakemore, S. & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296-312. doi: 10.1111/j.1469-7610.2006.01611.xspa
dc.relation.referencesBlair, R. J. (2008). Fine cuts of empathy and the amygdala: Dissociable deficits in psychopathy and autism. Quarterly Journal of Experimental Psychology, 61(1), 157–170. doi.org/10.1080/17470210701508855spa
dc.relation.referencesCalderón, C. O., Knight, G. P., & Carlo, G. (2011). The socialization of prosocial behaviors among Mexican American adolescents: The role of familism. Cultural Diversity and Ethnic Minority Psychology, 17, 98– 106. doi: 10.1037/a0021825spa
dc.relation.referencesCarlo, G., & Randall, B. A. (2001). Are all prosocial behaviors equal? A socioecological developmental conception of prosocial behavior. In F. Columbus (Ed.), Advances in psychology research (Vol. III, pp. 151– 170). Hauppauge, NY: Nova Science.spa
dc.relation.referencesCarlo, G., White, R. M., Streit, C., Knight, G. P., & Zeiders, K. H. (2018). Longitudinal relations among parenting styles, prosocial behaviors, and academic outcomes in U.S. Mexican adolescents. Child Development, 89, 577–592. doi.org/10.1111/cdev.12761spa
dc.relation.referencesCollie, R. J., Martin, A. J., Roberts, C. L., & Nassar, N. (2018). The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects. Learning and Individual Differences, 62, 141–152. doi.org/10.1016/j.lindif.2018.02.004spa
dc.relation.referencesCasey. B. (2015). Beyond simple models of self-control to circuitbased accounts of adolescent behavior. Annu Rev Psychol, 66:295-319. doi.org/10.1146/annurev-psych-010814-015156spa
dc.relation.referencesConstitución política de Colombia (Artículo 67). (1991). Recuperado de: https://pdba.georgetown.edu/Constitutions/Colombia/colombia91.pdfspa
dc.relation.referencesDecety, J., & Cacioppo, J.T. (2011). The Oxford handbook of social neuroscience. New York, NY: Oxford University Press.spa
dc.relation.referencesDecety, J. & Jackson, P. H. (2004). The Functional Architecture of Human Empathy. Behavioural and Cognitive Neuroscience Review, 3(2), 71-100. doi: 10.1177/1534582304267187spa
dc.relation.referencesDecety, J., & Lamm, C. (2009). Empathy versus Personal Distress: Recent Evidence from Social Neuroscience. Decety, J., & Ickes, W. The social neuroscience of empathy. (pp 199-213). Cambridge, MA: MIT Pressspa
dc.relation.referencesDe Waal, F. B. (2008). Putting the altruism back into altruism: the evolution of empathy. Annu. Rev. Psychol. 59, 279–300. doi: 10.1146/annurev.psych.59. 103006.093625spa
dc.relation.referencesDe Waal, F.B., y Preston S.D. (2017). Mammalian empathy: behavioural manifestations and neural basis. Nature Reviews. Neuroscience, 18(8): 498–509. doi:10.1038/nrn.2017.72spa
dc.relation.referencesDerks, J., Jolles, J., van Rijn, J., y Krabbendam, L. (2016). Individual differences in social cognition as predictors of secondary school performance. Trends in Neuroscience and Education, 5(4), 166-172. doi.org/10.1016/j.tine.2016.11.001spa
dc.relation.referencesDunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84, 1766 –1776. doi.org/10.1111/cdev.12075spa
dc.relation.referencesEisenberger, N.I. y Lieberman, M.D. (2004). Why rejection hurts: a common neural alarm system for physical and social pain. Trends Cognitive Sciences. 8, 294–300. doi: 10.1016/j.tics.2004.05.010spa
dc.relation.referencesFeshbach, N. D., & Feshbach, S. (2009). Empathy and Education. Decety, J., & Ickes, W. The social neuroscience of empathy. (pp 85-97). Cambridge, MA: MIT Press.spa
dc.relation.referencesFrith, C. D. & Frith U. (2006). The Neural Basis of Mentalizing. Neuron, 50(4), 531-534. doi: 10.1016/j. neuron.2006.05.001spa
dc.relation.referencesFrith, C. D. & Frith U. (2006). The Neural Basis of Mentalizing. Neuron, 50(4), 531-534. doi: 10.1016/j. neuron.2006.05.001spa
dc.relation.referencesGunther Moor, B., Op de Macks, Z.A., Güroglu, B., Rombouts, S.A.R.B., Van der Molen, M.W., & Crone, E.A. (2012). Neurodevelopmental changes of reading the mind in the eyes. Social Cognitive and Affective Neuroscience 7, 44–52. doi:10.1093/scan/nsr020spa
dc.relation.referencesHenrich, J., Boyd, R., Bowles, S., Camerer, C., Fehr, E., Gintis, H., et al. (2001). In search of homo economicus: behavioral experiments in 15 small-scale societies. Am. Econ. Rev. 91, 73–78. doi: 10.1257/aer.91.2.73spa
dc.relation.referencesIbanez, A., & Manes, F. (2012). Contextual social cognition and the behavioral variant of frontotemporal dementia. Neurology, 78, 1354–1362. doi: 10.1212/WNL.0b013e3182518375spa
dc.relation.referencesIbanez, A., Huepe, D., Gempp, R., Gutierrez, B., Rivera-Rei, A., and Toledo, M. (2013). Empathy, sex and fluid intelligence as predictors of theory of mind. Pers. Individ. Dif. 54, 616–621. doi: 10.1016/j.paid.2012.11.022spa
dc.relation.referencesKorkmaz, B. (2011). Theory of mind and neurodevelopmental disorders of childhood. Pediatric Research, 69(5 Pt 2), 101R–108R. doi: 10.1203/PDR.0b013e318212c177spa
dc.relation.referencesKuhn, D., & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1, 113–119. http://dx.doi.org/10.1207/ S15327647JCD0101N_11spa
dc.relation.referencesLecce, S., Caputi, M., Pagnin, A., & Banerjee, R. (2017). Theory of mind and school achievement: The mediating role of social competence. Cognitive Development, 44, 85–97. doi:10.1016/j.cogdev.2017.08.010spa
dc.relation.referencesLey 115 (1994) Ley General de Educación. Recuperado de: https://www.siteal.iiep.unesco.org/sites/default/files/sit_accion_files/siteal_colombia_0393.pdfspa
dc.relation.referencesLockl, K., Ebert, S., and Weinert, S. (2017). Predicting school achievement from early theory of mind: differential effects on achievement tests and teacher ratings. Learn. Individ. Differ. 53, 93–102. doi: 10.1016/j.lindif.2016.11.007spa
dc.relation.referencesLópez, M. B., Filippetti, V. A. & Richaud, M. C. (2014). Empatía: desde la percepción automática hasta los procesos controlados. Avances en Psicología Latinoamericana, vol. 32(1), pp. 37-51. doi: dx.doi.org/10.12804/apl32.1.2014.03spa
dc.relation.referencesLuo, J. (2018). The Neural Basis of and a Common Neural Circuitry in Different Types of Prosocial Behavior. Front Psychol., 9(859). doi: 10.3389/fpsyg.2018.00859.spa
dc.relation.referencesMcLaughlin, K., Peverill, M., Gold, A., Alves, S & Sheridan, M. (2015). Child maltreatment and neural systems underlying emotion regulation. J Am Acad Child Adolesc Psychiatry, 54:753-762. doi: 10.1016/j.jaac.2015.06.010spa
dc.relation.referencesMartin, R.E., & Ochsner, K.N. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142– 148. doi: 10.1016/j.cobeha.2016.06.006spa
dc.relation.referencesMidgley, C., Maehr, M., & Urdan, T. (1996). Patterns of adaptive learning survey (PALS). Ann Arbor, MI: University of Michigan Pressspa
dc.relation.referencesMiller, S.A. (2009). Children’s understanding of second-order mental states. Psychological bulletin, 135, 749–73. doi: 10.1037/a0016854.spa
dc.relation.referencesOhtani, K. & Hisasaka, T. (2018). Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance, Metacognition and Learning, 13(2), 179–212. doi:10.1007/S11409-018-9183-8spa
dc.relation.referencesPaus, T. ( 2005 ). Mapping brain maturation and cognitive development during adolescence. Tendencias en Ciencias Cognitivas , 9 , 60 - 68. doi: 10.1016/j.tics.2004.12.008spa
dc.relation.referencesPenner, L. A., Dovidio, J. F., Piliavin, J. A., and Schroeder, D. A. (2005). Prosocial behavior: multilevel perspectives. Annu. Rev. Psychol. 56, 365–392. doi: 10.1146/ annurev.psych.56.091103.070141spa
dc.relation.referencesPremack, D. & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral & Brain Sciences, 4, 515-526. doi.org/10.1017/S0140525X00076512spa
dc.relation.referencesPreston, S. D. & de Waal, F. B. M. (2002). Empathy: Its ultimate and proximate bases. Behavioral & Brain Sciences, 25(1), 1-20. doi:10.1017/ S0140525X02000018spa
dc.relation.referencesPurves, D., Brannon, E. M., & Cabeza, R. (2008). Principles of cognitive neuroscience. Sunderland, MA: Sinauer Associates.spa
dc.relation.referencesRedondo, I. y Herrero, F.D. (2018). Adaptación del Empathy Quotient (EQ) en una muestra española. Terapia Psicológica. 2, 81-89. doi.org/10.4067/S071848082018000200081spa
dc.relation.referencesRomán, F., Rojas, G., Román, N., Iturry, M., Romina, B., Bartoloni, A., Allegri, R. y Argencog (2012). Baremos del test de la Mirada en español en adultos normales de Buenos Aires. Revista Neuropsicología Latinoamericana, 4, 1-5. DOI:10.5579/rnl.2012.0108spa
dc.relation.referencesRutter, M., & Rutter, M. (1993). Developing minds. London: Penguin. psycnet.apa.orgspa
dc.relation.referencesSinger, T. (2006). The neuronal basis and ontogeny of empathy and mind reading: Review of literature and implications for future research. Neuroscience and Biobehavioral Reviews, 30(6), 855–863.spa
dc.relation.referencesSinger, T. (2006). The neuronal basis and ontogeny of empathy and mind reading: Review of literature and implications for future research. Neuroscience and Biobehavioral Reviews, 30(6), 855–863. doi:10.1016/j.neubiorev.2006.06.011spa
dc.relation.referencesSistema Institucional de Evaluación de los Estudiantes –SIEE (Decreto 1299). Ministerio de Educación Nacional (2009).spa
dc.relation.referencesStriano, T. y Reid, V.M. (2006). Social cognition in the first year. Trends Cogn. Sci. 10, 471–476. doi.org/10.1016/j.tics.2006.08.006spa
dc.relation.referencesWarneken, F., & Tomasello, M. (2007). Helping and cooperation at 14 months of age. Infancy, 11, 271–294. doi.org/10.1111/j.1532-7078.2007.tb00227spa
dc.relation.referencesWellman, H.M., Cross, D., Watson, J. (2001). Meta-analysis of theory-of-mind development: the truth about false beliefs. Child Development, 72, 655–84. doi: 10.1111/1467-8624.00304.spa
dc.relation.referencesWentzel, K. (2003). Sociometric status and adjustment in middle school: A longitudinal study. Journal of Early Adolescence, 23, 5-28. doi:10.1177/0272431602239128spa
dc.relation.referencesWimmer, H., Hogrefe, G. J. & Perner, J. (1988). Children‘s understanding of informational access as source of knowledge. Child Development, 59(2), 386-396. doi.org/10.2307/1130318spa
dc.relation.referencesYang, Y. & Raine, A. (2009). Prefrontal structural and functional brain imaging findings in antisocial, violent, and psychopathic individuals: a meta-analysis. Psychiat. Res-Neuroim. 174, 81–88. doi: 10.1016/j.pscychresns.2009.03.012spa
dc.relation.referencesZorza, J. P., Marino, J., de Lemus, S., & Acosta Mesas, A. (2013). Academic performance and social competence of adolescents: Predictions based on effortful control and empathy. The Spanish Journal of Psychology, 16, E87. doi:10.1017/sjp.2013.87spa
dc.relation.referencesZorza, J. P., Marino, J., & Acosta Mesas, A. (2019). Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents. Journal of Early Adolescence, 39(2), 253-279. doi.org/10.1177/0272431617737624spa
dc.contributor.cvlachttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001356760*
dc.contributor.googlescholarhttps://scholar.google.es/citations?hl=es&user=lmqwzwUAAAAJ*
dc.contributor.orcidhttps://orcid.org/0000-0002-9546-4064*
dc.contributor.researchgatehttps://www.researchgate.net/profile/Mario_Alberto_Rosero_Pahi3*
dc.subject.lembEducaciónspa
dc.subject.lembCalidad de la educaciónspa
dc.subject.lembCognición en adolescentesspa
dc.subject.lembProceso de aprendizajespa
dc.subject.lembDesarrollo socialspa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.description.abstractenglishSocial 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.eng
dc.subject.proposalCognición socialspa
dc.subject.proposalEmpatíaspa
dc.subject.proposalTeoría de la mentespa
dc.subject.proposalConducta prosocialspa
dc.subject.proposalAdolescenciaspa
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.coverage.campusUNAB Campus Bucaramangaspa
dc.description.learningmodalityModalidad Presencialspa


Ficheros en el ítem

Thumbnail
Nombre:
2021_Tesis_Andrea_Juliana_Mene ...
Tamaño:
1.821Mb
Formato:
PDF
Descripción:
Tesis
Ver/
Thumbnail
Nombre:
2021_Licencia_Andrea_Juliana_M ...
Tamaño:
285.0Kb
Formato:
PDF
Descripción:
Licencia
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

Atribución-NoComercial-SinDerivadas 2.5 Colombia
Excepto si se señala otra cosa, la licencia del ítem se describe como Atribución-NoComercial-SinDerivadas 2.5 Colombia