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Psychosocial Impact of a Socio-academic Intervention Course on Beneficiary Students of Affirmative Action Policies

Abstract:

At present, educational research has incorporated the psychosocial factors involved in the educational process into its fields of study, given their undeniable impact on the training of students. Different approaches have been proposed to study the impact of these factors, including the methodologies of the Theory of Change, based on analyzing the causes inherent to the study phenomenon and then determining the consequences and impact. Consequently, it is proposed to identify the psychosocial impact of a Socio-academic Intervention Course on Beneficiary Students of Affirmative Action Policies. For this, through procedures framed in the Theory of Change, an analysis of the resources used throughout the process of socio-academic support was carried out. The results of the study allowed to identify the qualities, and characteristics of the intervention group, as well as the impact, positive and negative, that guides into a reflection on the aspects that should be considered for a reform of the admission processes to Higher Education Institutions.