School-Based Interventions Incorporating Neuroeducational Components to Strengthen Socioemotional Competencies in Primary Education: A Systematic Review
DOI:
https://doi.org/10.70747/cr.v5i3.1225Palabras clave:
neuroeducation, socioemotional competencies, primary education, self-regulation, systematic reviewResumen
This systematic review analyzed school-based interventions with neuroeducational components (self-regulation, emotional regulation, mindfulness, attention, executive functions) to strengthen socioemotional competencies in primary education (PRISMA 2020). Searched: Scopus, ERIC, PubMed, PsycINFO (April 2026, 2020-2025). Quality assessed with MMAT 2018; narrative synthesis used. Of 124 records, 18 studies included. Results show positive effects on self-regulation, emotional regulation, social skills, and executive functions, with variability in effect sizes. Future research requires greater methodological rigor, longitudinal follow-up, and objective outcome measures.
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Derechos de autor 2026 Maritza Fernanda Santacruz Hernández, Nubia Hernández Flórez , Olena Klimenko
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