Zambrano Curitima, Jhosiveth JheninferGrandez del Castillo, Julio CésarRomero Gipa, Martín2025-03-252024-12-30http://hdl.handle.net/20.500.14503/3248The objective of the study was: To verify to what extent Emotional Education improves the Development of Socioemotional Skills in students of the Educational Institution I.E.P.P.S.M.A. N°60066 “Virgen de Lourdes” located in the town of Yanashi, district of Amazonas, province of Maynas 2023. Quantitative pre-experimental, with 28 students population. The sample was 100% census. The Shapiro-Wilk test was used to verify normality. When performing the descriptive analysis, it was found that before the intervention, 96.4% of the participants showed a low level of socioemotional skills development, while only 3.6% had a high level. After the intervention, the percentage of participants with a low level was drastically reduced to 7.1%. The majority of the participants reached a regular level (67.9%), and 25% achieved a high level of socioemotional skills.The inferential analysis, at an error level of 0.000% Emotional Education improves the development of Socioemotional Skills in its different dimensions: awareness and Emotional Regulation, Social and Interpersonal Skills and Stress Management and Problem Solving, concluding that the hypothesis of the research is demonstrated at a confidence level of 95%: Emotional Education improves the Development of Socioemotional Skills in students.The objective of the study was: To verify to what extent Emotional Education improves the Development of Socioemotional Skills in students of the Educational Institution I.E.P.P.S.M.A. N°60066 “Virgen de Lourdes” located in the town of Yanashi, district of Amazonas, province of Maynas 2023. Quantitative pre-experimental, with 28 students population. The sample was 100% census. The Shapiro-Wilk test was used to verify normality. When performing the descriptive analysis, it was found that before the intervention, 96.4% of the participants showed a low level of socioemotional skills development, while only 3.6% had a high level. After the intervention, the percentage of participants with a low level was drastically reduced to 7.1%. The majority of the participants reached a regular level (67.9%), and 25% achieved a high level of socioemotional skills.The inferential analysis, at an error level of 0.000% Emotional Education improves the development of Socioemotional Skills in its different dimensions: awareness and Emotional Regulation, Social and Interpersonal Skills and Stress Management and Problem Solving, concluding that the hypothesis of the research is demonstrated at a confidence level of 95%: Emotional Education improves the Development of Socioemotional Skills in students.application/pdfspainfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/Emotional EducationSocioemotional Skills DevelopmentEmotional EducationSocioemotional Skills Developmentinfo:eu-repo/semantics/bachelorThesishttps://purl.org/pe-repo/ocde/ford#5.03.01