Didactic Strategy to Develop Socioemotional Competencies in University Students
Bibliographic record
Abstract
The university is an environment that allows the student to be able to diversify different situations, and there is a need to train sensitive and empathetic professionals for a competent society. The objective of this research was to design a didactic strategy to develop socioemotional competencies in students at a university in Lima. A qualitative methodology of non-experimental, cross-sectional, and descriptive design was used. The sample consisted of 34 students and four teachers. The techniques used included questionnaires, observations and interviews. The results showed 11 emerging categories, seven of which were approximate to the a priori category and four were influential in the research. A validated didactic strategy was presented with two lines of action composed of three stages: classroom emotional diagnosis, management of socioemotional teaching activities, and transformative evaluation; all under a model of Social and Emotional Learning, the Theory of Emotional Intelligence, and the epistemological positions of Neuroscience in Learning.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".