CRIS

Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1

Browse

Settings

Language: search.filters.language.UNKNOWN KEY spaSubject: search.filters.subject.Emoción

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    La risa: alegría, desestrés y bienestar
    (Universidad Panamericana, Escuela de Pedagogía, 2023)
    Fernández Poncela, Anna María
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This text is approaches and reviews the similarities and differences in the perception of laughter according to gender, by survey research with 458 students in Mexico City in the year 2018. How laughter is experimented in their lives, how do they refer to laughter, what are their general insights, their perceptions, experiences and evaluations and above all, how does laughter to their feelings, emotions and needs. Results show that laughter mostly represents a feeling of joy to women and a sense of satisfaction for men. Although in other perceptions of laughter there are many similarities between males and females. In addition, its important role in the educational process is considered, by both genders.
      16  90
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Estrategias volitivas en estudiantes de bachillerato: consideraciones para la práctica educativa
    (Universidad Panamericana, Escuela de Pedagogía, 2020-01-26)
    Rodríguez Guardado, María del Socorro
    ;
    Gaeta González, Martha Leticia
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    In the academic field, motivational and emotional aspects are fundamental for self-regulation of learning and better academic performance. However, research about how students acquire and use the strategies that are included in these processes, and how they transfer them to academic contexts is scare. This study describes how high school students generate and use volitional strategies in face of distractions and difficulties, which have contributed to their academic the students’ learning process. Specifically, strengthening volitional strategies in the classroom to maintain persistence and regulate effort can facilitate self-regulated achievement. The methodological design was stablished as hermeneutical phenomenological. The inquire technique was the semi-structured interview, submitted for revision to four international experts and applied to six students between 17 and 18 years old. Based on our findings, emphasis is placed on the importance of teachers considering motivational and volitional aspects, as well as cognitive ones, in learning in high school students.
      2  156