Regulación emocional y comprensión lectora en estudiantes de educación primaria de una I.E.P. de Surco, 2018
Fecha
2021
Título de la revista
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tuvo como objetivo principal establecer la relación que existe entre la regulación emocional y la comprensión lectora en estudiantes de educación primaria de una I.E.P. de Surco.
El tipo de investigación fue básico descriptivo cuantitativo de alcance correlacional con un diseño no experimental transversal correlacional. Los participantes fueron 87 estudiantes, elegidos de manera intencional y por conveniencia, que cursaban el cuarto grado de primaria de educación básica regular en una I.E.P. de Surco.
Para medir la regulación emocional se utilizó la adaptación española del cuestionario de regulación emocional para niños y adolescentes (ERQ-SpA). La comprensión lectora se midió a través de la adaptación peruana de la prueba de comprensión lectora de complejidad lingüística progresiva en Lima Metropolitana, nivel 4 forma A (CLP 4-A).
Los resultados mostraron una correlación negativa estadísticamente significativa entre la supresión expresiva (estrategia de regulación emocional) y la comprensión lectora (tanto con el puntaje total del CLP como con el subtest 4). No se encontró una correlación estadísticamente significativa entre la reevaluación cognitiva (estrategia de regulación emocional) y la comprensión lectora.
The main objective of this research was to establish the relationship between emotion regulation and reading comprehension in elementary school students of a private educational institute of Surco. The type of research was basic descriptive, correlational and quantitative, with a non-experimental, cross-correlational design. Participants were 87 students, chosen intentionally and for convenience, who were in fourth grade of elementary for a regular basic education in a private educational institute in Surco. To measure emotional regulation, the Spanish adaptation of the emotional regulation questionnaire for children and adolescents (ERQ-SpA) was used. Reading comprehension was measured through the Peruvian adaptation of the reading comprehension test of progressive linguistic complexity in Metropolitan Lima, level 4 form A (CLP 4-A). The results showed a statistically significant negative correlation between expressive suppression (emotional regulation strategy) and reading comprehension (both with the total CLP score and with subtest 4). No statistically significant correlation was found between cognitive reevaluation (emotional regulation strategy) and reading comprehension.
The main objective of this research was to establish the relationship between emotion regulation and reading comprehension in elementary school students of a private educational institute of Surco. The type of research was basic descriptive, correlational and quantitative, with a non-experimental, cross-correlational design. Participants were 87 students, chosen intentionally and for convenience, who were in fourth grade of elementary for a regular basic education in a private educational institute in Surco. To measure emotional regulation, the Spanish adaptation of the emotional regulation questionnaire for children and adolescents (ERQ-SpA) was used. Reading comprehension was measured through the Peruvian adaptation of the reading comprehension test of progressive linguistic complexity in Metropolitan Lima, level 4 form A (CLP 4-A). The results showed a statistically significant negative correlation between expressive suppression (emotional regulation strategy) and reading comprehension (both with the total CLP score and with subtest 4). No statistically significant correlation was found between cognitive reevaluation (emotional regulation strategy) and reading comprehension.
Descripción
Palabras clave
Emociones y sentimientos, Comprensión de lectura, Neuroeducación, Estudiantes, Educación básica primaria, Santiago de Surco, Lima (Perú : Distrito), Educación
Citación
Bujaico, M. y Torres, K. (2021). Regulación emocional y comprensión lectora en estudiantes de educación primaria de una I.E.P. de Surco, 2018 [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2294