Gender and socio-emotional development in boys and girls: implications for the 2030 Agenda

Brenda  Mendoza González; Ana  Rojas De Jesús; José Rojas Trejo

doi:10.5281/zenodo.16762463

Authors

Brenda Mendoza González Universidad Autónoma del Estado de México https://orcid.org/0000-0003-0312-5004
Ana Rojas De Jesús Universidad Autónoma del Estado de México https://orcid.org/0009-0000-7410-0803
José Rojas Trejo Universidad Autónoma del Estado de México https://orcid.org/0009-0005-8976-3446

DOI:

https://doi.org/10.5281/zenodo.16762463

Keywords:

Social-emotional learning, Affective development, Life skills, Sustainable development goals

Abstract

The goals of the sustainable goals in the 2030 agenda are translated into actions to be developed in research, so the objective of the study is to analyze whether there are statistically significant differences in basic education children based on anger, sadness and worry as part of socio-emotional skills. Quantitative research with a cross-sectional design used a non-probabilistic sample of 381 students, 194 girls and 187 boys, with an age range of 9 to 13 years, ( = 10.38, σ = 1.124) enrolled in five basic education schools in the State of Mexico. To measure the variables of the study, three instruments were used (α= .80). An analysis of percentages, as well as contrast of means between boys and girls, was carried out through the student's t statistic, identifying that there are no statistically significant differences according to sex. This study provides evidence of a positive change in the perception of gender roles. The reduction of stereotypes associated with the management of emotions, especially in children's education, represents progress towards gender equality with respect to the goals established in the Sustainable Development Goals, especially in the third, fourth and fifth goals

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Author Biographies

Brenda Mendoza González, Universidad Autónoma del Estado de México

Mexican, Postdoctoral Fellow at the Faculty of Psychology, National Autonomous University of Mexico (UNAM). PhD in Psychology from the Complutense University of Madrid. MA and BA in Psychology from UNAM. Full-time researcher at the Faculty of Behavioral Sciences, Autonomous University of the State of Mexico (UAEMex), Toluca, Mexico. Member of the National System of Researchers (Level II). Research interests: Design of intervention programs to prevent risk behaviors; analysis of violence in family and school contexts.

Ana Rojas De Jesús, Universidad Autónoma del Estado de México

Mexican, BA in Psychology. Researcher at the Faculty of Behavioral Sciences, Autonomous University of the State of Mexico (UAEMex), Toluca, Mexico. Research interests: Design of intervention programs to prevent risk behaviors.

José Rojas Trejo, Universidad Autónoma del Estado de México

Mexican, BA in Psychology. Researcher at the Faculty of Behavioral Sciences, Autonomous University of the State of Mexico (UAEMex), Toluca, Mexico. Research interests: Design of intervention programs to prevent risk behaviors.

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