El rol de las emociones en la atención sostenida durante actividades escolares en niños
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https://doi.org/10.63618/omd/ssjm/v2/n2/28Palabras clave:
emociones, atención sostenida, educación infantil, regulación emocional, aprendizaje escolarResumen
La presente revisión bibliográfica analiza el impacto de las emociones en la atención sostenida durante actividades escolares en niños, una capacidad clave para el aprendizaje en la infancia. A partir de un enfoque cualitativo exploratorio, se sistematizaron estudios de alta calidad científica publicados entre 2005 y 2024 en bases como Scopus y Web of Science, centrados en la interacción entre emoción, atención y entorno escolar. Los hallazgos evidencian que las emociones modulan redes cerebrales involucradas en el control atencional, como la amígdala y la corteza prefrontal, afectando positiva o negativamente el rendimiento cognitivo según su intensidad y regulación. Además, se identificó que una adecuada regulación emocional mejora significativamente la atención sostenida, favoreciendo el desempeño escolar. Programas de aprendizaje socioemocional y climas educativos emocionalmente positivos se presentan como estrategias eficaces para potenciar esta competencia. Se concluye que integrar el desarrollo emocional en la práctica educativa es crucial para optimizar la atención y promover un aprendizaje significativo.
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Derechos de autor 2024 Sarango-Chillo, Blanca Elizabeth (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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