Estudio de las direcciones de desarrollo del aprendizaje social y emocional en estudiantes de la especialidad de trabajo social
| Autor | Aygun Qurbanova, Lala Aliyeva, Shafa Kaz?mova, Sabina Muradova, Elnura Asgerova |
| Cargo | Odlar Yurdu University, Bak?, Azerbaijan/Odlar Yurdu University, Bak?, Azerbaijan/Odlar Yurdu University, Bak?, Azerbaijan/Odlar Yurdu University, Baku, Azerbaijan/Master in Pychology, Odlar Yurdu University, Baku, Azerbaijan |
| Páginas | 421-437 |
Qurbanova, Aliyeva et al / Estudio de las direcciones de desarrollo del aprendizaje social y emocional en
estudiantes de la especialidad de trabajo social
421
Interacción y Perspectiva Dep. Legal pp 201002Z43506
Revista de Trabajo Social ISSN 2244-808X
Vol. 14 No2 421-437 pp. Copyright © 2024
Julio-septiembre
ARTÍCULO DE INVESTIGACIÓN
Estudio de las direcciones de desarrollo del aprendizaje social y emocional en
estudiantes de la especialidad de trabajo social
DOI: https://doi.org/10.5281/zenodo.10926819
Aygun Qurbanova *, Lala Aliyeva **, Shafa Kazımova ***, Sabina Muradova **** y
Elnura Asgerova *****
Resumen
Este artículo examina los niveles de los componentes que aseguran el desarrollo del
aprendizaje social y emocional en estudiantes de trabajo social, incluyendo la inteligencia
emocional, habilidades sociales y rendimiento académico. El estudio se llevó a cabo entre
estudiantes de los cursos II-IV de la Universidad Odlar Yurdu de la República de
Azerbaiyán que estudian trabajo social en septiembre de 2023. En el estudio participaron
88 estudiantes de trabajo social. Durante el estudio, se exploraron l as posibilidades del
aprendizaje social y emocional mediante la medición y aplicación de la inteligencia
emocional, habilidades sociales y habilidades de autogesti ón. La investigación muestra
que existe una relación positiva entre el nivel de logro académico y el nivel de habilidades
sociales. Esta relación es significativa a un nivel de p=0.05 con un bajo ni vel de logro
académico. La relación entre los logros sociales, el rendimiento académico y la
inteligencia emocional es significativa a un nivel de p=0.001. Estos hechos demuestran
que existe una conexión entre los logros de los componentes del aprendizaje social y
emocional y el aumento o disminución de la inteligencia emocional, así como un
incremento en los logros académicos, su desarrollo puede sentar las bases para la
formación de habilidades sociales.
Palabras clave: aprendizaje social y emocional, inteligencia emocional, habilidades
sociales, gestión de las emociones.
Abstract
Study of the directions of development of social and emotional learni ng in
students of the social work specialty
This article examines the levels of components that ensure the development of social
and emotional learning in students studying social work, including emotional intelligence,
social skills and academic performance. The study was conducted among students of the
II-IV courses of the Odlar Yurdu University of the Republic of Azerbaijan studying social
work in September 2023. The study involved 88 students studying social work. In the
study, the possi bilities of sisal and emotional learning were stu died during the
measurement and application of emotional intelligence, social skills and self-
management skills. Research shows that there is a positive relationship between the
level of academic achievement and the level of social skills. This relationship is significant
at the level of p= 0.05 with a low level of academic achievement. The relationship
between social achievements, academic performance and emotional intelligence is
Interacción y Perspectiva. Revista de Trabajo Social Vol. 14 No2 / julio-septiembre, 2024
422
significant at p = 0.001. These facts show that there is a link between the achievements
of the components of social and emotional learning and the rise or fall of emotional
intelligence, as well as an increase in academic achievements, th eir development can
create the basis for the formation of social skills.
Keywords: social and emotional learning, emotional intelligence, social skills, emotion
management.
Recibido: 10/12/2023 Aceptado: 12/02/2024
* Master in Social work, Odlar Yurdu University, Koroglu Rahimov Street13, Bakı, Azerbaijan. Orcid::
https://orcid.org/0009-0007-9296-7831 E-mail: qurbanliaygun1@gmail.com
** Doctor in Psychology, Odlar Yurdu University, Koroglu Rahimov Street13, Bakı, Azerbaijan. Orcid:
https://orcid.org/0009-0009-2702-4786 E-mail: shabnam.edu@gmail.com
*** Master in Pedagogy, Odlar Yurdu University,Koroglu Rahimov Street13, Bakı, Azerbaijan. Orcid:
https://orcid.org/0009-0002-6083-6080 E-mail: shafarita@gmail.com
**** Master in Pychology, Odlar Yurdu University, Baku, Azerbaijan. Orcid: https://orcid.org/0009-0002-
7329-3994 Email: sebine.muradov@list.ru
***** Master in Pychology, Odlar Yurdu University, Baku, Azerbaijan Orcid: https://orcid.org/0009-0008-
2904-6738 Email: askerova.elnura@bk.ru
1. Introduction
Modern era, there is a serious need for the adequate establishment of inte-
rpersonal relations in the education system, the raising of educational achievements to
the level of the requirements of the time, the formation of empathetic relations to people
in an adequate direction, the development of social and emotional learning in order to
understand the emotions and feelings of others. As a result of this process, social skills
emerge.
Social skills are complex skills and acceptable behaviors that enable people to
interact effectively with others and avoid socially inappropriate responses. Social skills
are necessary to adapt to different social situations and contribute to a healthy lifestyle
(Aghajani et.al., 2014).
Social -emotional learning also lays the foundation for reducing the aggressive
behavior of educational subjects, self-awareness of personality and, most importantly,
managing emotions. Applying social-emotional learning and educational subjects,
especially in social work, which provides professional services to people, enables
students to build their work professionally.
Social-emotional learning (SEL) is a strengths-based developmental process
that begins at birth and continues throughout life. It's not new, kids It is a process of
learning skills to support the healthy development and relationships of children and
adults . Social-emotional learning competencies of adults and students include self-
awareness , self-management, social awareness, relational skills, and responsible
decision-making (Weissberg et al., 2015).
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