El Juego Cooperativo como Estrategia para Fortalecer la Convivencia Escolar en Estudiantes de Educación General Básica Media

This research aimed to analyze the socio-emotional attitudes of seventh-grade students in both school and virtual learning contexts. The study focused on five key dimensions: respectful correction of peers’ mistakes, spontaneous integration, emotional self-regulation during conflict, responsibility in collaborative work without teacher supervision, and attention management in the face of digital distractions. A quantitative descriptive approach was adopted, with a sample of 40 students. Data were collected through a structured survey consisting of multiple-choice questions organized on a frequency scale. The results were presented in bar graphs and analyzed using percentages. The main findings revealed a generally positive tendency toward empathy, mutual respect, and the appreciation of diverse opinions. However, difficulties were identified in emotional self-regulation, along with high levels of distraction caused by mobile applications particularly TikTok and YouTube during virtual classes. In conclusion, although most students demonstrate behaviors that promote positive school coexistence, challenges remain in strengthening emotional self-control and conscious technology use. It is therefore recommended to implement pedagogical strategies aimed at enhancing socio-emotional development, self-regulation, and active integration in the classroom.