Habilidades socioemocionales y su incidencia en el desarrollo de competencias específicas de estudiantes de psicología
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Universidad Santo Tomás, Bogotá, Colombia
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En la educación superior, el desarrollo de competencias específicas a nivel profesional es un aspecto clave. En este contexto, el desempeño académico de los estudiantes durante su proceso de formación resulta de interés para los diferentes programas académicos, así como los factores que influyen en dicho desempeño, como la formación en habilidades socioemocionales. El objetivo de este estudio es determinar la relación entre las habilidades socioemocionales y el desarrollo de competencias específicas en estudiantes de psicología. Este trabajo se enmarca en un diseño empírico, cuantitativo y ex post facto retrospectivo con un grupo único. Los resultados obtenidos, analizados a partir de los instrumentos empleados, se relacionan inicialmente con la calidad técnica de dichos instrumentos, evaluada mediante un análisis psicométrico basado en el Modelo de Rasch de la Teoría de Respuesta al Ítem (TRI). Los análisis realizados revelan que el modelo de ecuaciones estructurales se ajustó adecuadamente a los datos.
In higher education, the development of specific competencies at the professional level is a key aspect. In this context, students’ academic performance during their training process is of interest to academic programs, along with factors that influence this performance, such as training in socio-emotional skills. This study aims to determine the relationship between socio-emotional skills and the development of specific competencies in psychology students. The study follows an empirical, quantitative, ex post facto retrospective design with a single group. The results, analysed through the instruments used, are initially related to their technical quality, evaluated through a psychometric analysis based on the Rasch Model of Item Response Theory (IRT). The analyses performed show that the structural equation model fit the data appropriately.
In higher education, the development of specific competencies at the professional level is a key aspect. In this context, students’ academic performance during their training process is of interest to academic programs, along with factors that influence this performance, such as training in socio-emotional skills. This study aims to determine the relationship between socio-emotional skills and the development of specific competencies in psychology students. The study follows an empirical, quantitative, ex post facto retrospective design with a single group. The results, analysed through the instruments used, are initially related to their technical quality, evaluated through a psychometric analysis based on the Rasch Model of Item Response Theory (IRT). The analyses performed show that the structural equation model fit the data appropriately.
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socio-emotional skills, Rasch, structural equations, psychology competencies, habilidades socioemocionales, Rasch, ecuaciones estructurales, competencias en psicología
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https://creativecommons.org/licenses/by-nc-sa/4.0