Sierra Pineda, Isabel AliciaAguirre Díaz, EstebanPastrana Cavadía, María Camila2023-02-172023-02-172023-02-17https://repositorio.unicordoba.edu.co/handle/ucordoba/7133Through the present work, the investigation of how collaborative learning in integration with some of the existing technological platforms can contribute to reducing the levels of school anxiety that some students are presenting today can be reduced, and as at the moment the interaction with technological applications influences a better level of attention and interest, therefore the understanding of the topics and the quality of learning are affected. By improving self-efficacy or sense of competence, after the intervention process and from the results it can be seen that there is a lower level of school anxiety; There are changes that allow us to conclude from the pretest-posttest comparison the presence of significant differences in anxiety levels before and after the application of the collaborative environment mediated by technological environments. In the study, in the first instance, the anxiety test is applied and then the selfefficacy test to the students to determine how their previous levels are. Subsequently, mediated activities and tasks were introduced with the use of technological tools in collaborative and group work environments, followed by a new application of the initial tests, which helps to determine if collaborative learning through technological environments helps or not to reduce levels. of school anxiety, and determine how much value this application adds in different aspects of the emotional dimension evidenced as a sense of competence and not only in intellectual performance.Capítulo 1 Planteamiento del problema........................................................ 111.1 Descripción del problema.......................................................................... 111.2 Formulación del problema......................................................................... 141.3 Objetivos de la investigación..................................................................... 151.3.1 Objetivo General......................................................................... 151.3.2 Objetivos Específicos................................................................... 151.4 Hipótesis................................................................................................... 151.5 Justificación.............................................................................................. 16Capítulo 2 Marco Referencial ....................................................................... 212.1 Antecedentes del problema........................................................................ 212.2 Estado del arte........................................................................................... 232.3 Marco conceptual...................................................................................... 252.3.1 Ansiedad Escolar......................................................................... 252.3.2 Trastornos de ansiedad (TA) ....................................................... 252.3.3 Trastornos de ansiedad y su influencia en niños y adolescentes... 262.3.4 Trastorno de ansiedad en el aula................................................. 272.3.5 Tipos de trastornos de ansiedad más comunes en el aula............. 272.3.6 Entornos Tecnológicos................................................................ 292.3.7 Aprendizaje colaborativo............................................................. 312.3.8 Autoeficacia ................................................................................ 322.3.9 Sentido de competencia ............................................................... 322.4 Marco teórico............................................................................................ 332.4.1 Procesos motivacionales y sentido de competencia..................... 332.4.2 Metacognición............................................................................. 34Capítulo 3 Metodología ................................................................................. 413.1 Tipo o enfoque de investigación................................................................ 413.2 Diseño de la Investigación ........................................................................ 413.2.1 Fases I (Diagnostica).................................................................. 423.2.2 Fase II (Diseño) .......................................................................... 433.2.3 Fase III (Ejecución): ................................................................... 453.3 Línea y sublínea de investigación del programa de Informática ................. 453.4 Operacionalización de las variables........................................................... 463.5 Sujetos...................................................................................................... 463.6 Técnicas e instrumentos de recolección de datos ....................................... 47Capítulo 4 Desarrollo de la investigación...................................................... 494.1 Fases en la Institución Educativa El Dorado.............................................. 494.1.1 Fases I (Diagnostica).................................................................. 494.1.2 Fase II (Diseño) .......................................................................... 494.1.3 Fase III (Ejecución)..................................................................... 524.2 Fases en la Institución Educativa German Gómez Peláez .......................... 524.2.1 Fases I (Diagnostica) .................................................................. 524.2.2 Fase II (Diseño) .......................................................................... 534.2.3 Fase III (Ejecución)..................................................................... 544.2.4 Fase IV (Evaluación)................................................................... 544.3 Análisis de datos....................................................................................... 554.4 Resultados................................................................................................. 55Capítulo 5 Conclusiones y recomendaciones ................................................ 655.1 Conclusiones de la investigación............................................................... 655.2 Recomendaciones ..................................................................................... 66Capítulo 6 Referencias Bibliográficas........................................................... 67application/pdfspaCopyright Universidad de Córdoba, 2022Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Aprendizaje colaborativoPlataformas tecnológicasAnsiedad escolarSentido de competenciaCollaborative learningTechnological platformsSchool anxietySelf efficacy