Neurociencia del desapego escolar: impacto del estrés parental en la sincronía emocional y el aprendizaje infantil en niños de 6 a 11 años
DOI:
https://doi.org/10.55204/trc.v6i1.e600Keywords:
Estrés parental; sincronía emocional; desapego escolar; aprendizaje infantil; neuroeducación; funciones ejecutivasAbstract
El presente estudio analiza el impacto del estrés parental en la sincronía emocional y su influencia en el desapego escolar y el aprendizaje infantil en niños de 6 a 11 años, desde un enfoque neuroeducativo. Se adoptó un enfoque cuantitativo con diseño no experimental, correlacional y de corte transversal. La muestra estuvo conformada por 100 estudiantes y 100 padres o representantes. Para la recolección de datos se utilizaron encuestas tipo Likert dirigidas a los padres y fichas de observación aplicadas a los estudiantes. Los resultados evidencian altos niveles de estrés parental, asociados con una disminución significativa de la sincronía emocional. Asimismo, se identificó una relación positiva entre el estrés parental y el desapego escolar, así como una relación negativa entre este último y el aprendizaje infantil. El análisis correlacional confirmó que la sincronía emocional actúa como un factor mediador clave en el proceso educativo. Se concluye que el estrés parental afecta indirectamente el aprendizaje a través de la alteración del vínculo emocional, generando dificultades en la motivación, la atención y el rendimiento académico. Estos hallazgos resaltan la importancia de abordar el aprendizaje infantil desde una perspectiva integral que considere el contexto emocional.
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