O papel medıador do pensamento focado na solução na relação entre resılıêncıa psıcológıca e resılıêncıa matemátıca em alunos do ensıno fundamental

Kübra Uzun Yazici; Hülya Sert Çelik; Ayşe Arzu Ari; Damla Sönmez; Rümeysa Beyazhançer; Gül Kaleli Yilmaz

doi:10.22633/rpge.v29iesp4.20758

Autores/as

Kübra Uzun Yazici Semiha Mustafa Özer Middle School https://orcid.org/0000-0003-4174-0227
Hülya Sert Çelik Gölcük Middle School https://orcid.org/0000-0002-5021-7449
Ayşe Arzu Ari Kocaeli University https://orcid.org/0000-0002-0907-2663
Damla Sönmez İstanbul Medipol University https://orcid.org/0000-0002-9342-7884
Rümeysa Beyazhançer Bursa Uludag University https://orcid.org/0000-0001-5061-8835
Gül Kaleli Yilmaz Bursa Uludag University https://orcid.org/0000-0002-8567-3639

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20758

Palabras clave:

Estudiantes, Estado emocional estable, Estado emocional inestable, Autorrealización, Autoexpresión

Resumen

El estudio analiza las cuestiones psicológicas relacionadas con el impacto del estado emocional de los estudiantes en su autorrealización. La investigación se llevó a cabo entre octubre y noviembre de 2023 con estudiantes de primero a cuarto año de diferentes universidades de Azerbaiyán. Participaron 96 estudiantes. El estudio examinó las manifestaciones y niveles del estado emocional, las características de la autorrealización, sus interrelaciones y las posibilidades de influencia. Los resultados mostraron diferencias significativas en la autorrealización entre los grupos con estado emocional estable e inestable. En particular, aunque las puntuaciones de la “Escala de Gestión del Tiempo” y de la “Autoestima” ocupam las primeras posiciones en ambos grupos, los indicadores del grupo con estado emocional estable son más altos que los del grupo con estado emocional inestable (p = 0,04). Se concluye que existe una correlación entre algunos componentes de la autorrealización y el estado emocional, aunque no entre todos. Esto indica que la autorrealización y la autoexpresión del estudiante pueden ser favorecidas mediante la estabilización del estado emocional.

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Biografía del autor/a

Kübra Uzun Yazici, Semiha Mustafa Özer Middle School

Ministry of National Education, Semiha Mustafa Özer Middle School, Bursa, Türkiye.

Hülya Sert Çelik, Gölcük Middle School

Ministry of National Education, Gölcük Middle School, Gölcük, Türkiye.

Ayşe Arzu Ari, Kocaeli University

Kocaeli University, Faculty of Education, Department of Mathematics and Science Education, Kocaeli, Türkiye.

Damla Sönmez, İstanbul Medipol University

İstanbul Medipol University, Faculty of Education, Department of Mathematics and Science Education, Istanbul, Türkiye.

Rümeysa Beyazhançer, Bursa Uludag University

Bursa Uludag University, Faculty of Education, Department of Mathematics and Science Education, Bursa, Türkiye.

Gül Kaleli Yilmaz, Bursa Uludag University

Bursa Uludag University, Faculty of Education, Department of Mathematics Education, Bursa, Türkiye.

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