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Efficacy of a psychoeducational program on soft skills to reduce disruptive behavior among students in the Peruvian Amazon

By
Manuel Felipe Guevara-Duarez ,
Manuel Felipe Guevara-Duarez

Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú

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George Jhon Cruz-Visa ,
George Jhon Cruz-Visa

Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú

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Leydy Katerine Collado-Gabriel ,
Leydy Katerine Collado-Gabriel

Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú

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Edwin Gustavo Estrada-Araoz ,
Edwin Gustavo Estrada-Araoz

Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú

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María Isabel Puma-Camargo ,
María Isabel Puma-Camargo

Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú

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Llen Alin Meza-Orue ,
Llen Alin Meza-Orue

Universidad Nacional Amazónica de Madre de Dios, Facultad de Educación. Puerto Maldonado, Perú.

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Abstract

Introduction: Disruptive behavior, characterized by actions that interrupt or hinder the development of educational activities, has been the subject of increasing attention and interest in the academic field due to its significant impact on the school environment and the teaching-learning process. In this context, effectively intervening in these cases is crucial to create a safe and conducive school environment for learning.
Objective: To evaluate the effectiveness of a psychoeducational program on soft skills to reduce disruptive behavior in students in the Peruvian Amazon.
Methods: Quantitative study, experimental design, and pre-experimental type. The sample consisted of 243 students from the fifth cycle of regular basic education. A psychoeducational program based on social skills was developed, and to assess its effectiveness, a questionnaire was administered before and after the intervention, which had adequate psychometric properties.
Results: Statistically significant differences (p<0.05) were identified between the overall scores of the disruptive behavior variable before (71.79) and after (48.20) the implementation of the psychoeducational program. Likewise, significant differences were observed between the average scores of the dimensions of classroom climate, effective communication, and interpersonal relationships before and after the intervention (p<0.05).
Conclusions: The application of a psychoeducational program is effective in reducing disruptive behavior in students in the Peruvian Amazon. Therefore, it is recommended that future educational initiatives consider implementing similar programs to foster an enriching school environment that promotes personal growth and positive interactions.

How to Cite

1.
Guevara-Duarez MF, Cruz-Visa GJ, Collado-Gabriel LK, Estrada-Araoz EG, Puma-Camargo MI, Meza-Orue LA. Efficacy of a psychoeducational program on soft skills to reduce disruptive behavior among students in the Peruvian Amazon. Salud, Ciencia y Tecnología [Internet]. 2024 Apr. 30 [cited 2024 May 28];4:958. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/958

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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