Title: Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos
Other Titles: Age and gender differences in social behavior, temperament and emotional regulation among argentinean children
Diferenças de idade e gênero em comportamento social, temperamento e regulação emocional em crianças argentinas
Authors: Reyna, Cecilia
Brussino, Silvina
Keywords: TEMPERAMENTO
EMOCIONES
HABILIDADES SOCIALES
PROBLEMAS DE CONDUCTA
NIÑOS
TEMPERAMENT
EMOTIONS
SOCIAL SKILLS
BEHAVIORAL PROBLEMS
CHILDREN
HABILIDADES SOCIAIS
PROBLEMAS DE CONDUTA
CRIANÇAS
Issue Date: Dec-2015
Publisher: Universidad Católica de Colombia. Facultad de Psicología
Citation: Reyna, C., & Brussino, S. (2015). Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos. Acta Colombiana de Psicología, 18(2), 51-64. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/114
Abstract: Diversos estudios destacan la elevada prevalencia de problemas internalizados y externalizados (PIyE) en la niñez, así como sus repercusiones en la competencia académica (CA). En México existe poca evidencia empírica al respecto, por lo que resulta relevante analizar esta relación para contar con indicadores que guíen el diseño de intervenciones. El objetivo del trabajo fue comparar los puntajes obtenidos en indicadores de CA en tres grupos de niños con niveles diferenciados de PIyE. Se trabajó con 314 niños con edades entre 8 y 12 años de primarias públicas, 51% niñas y 49% niños. Se aplicaron cuatro instrumentos: Cuestionario de Problemas Internalizados y Externalizados (CPIEN), Ficha Socio-demográfica para Niños, Escala de Inteligencia Coloreada Raven, y Pruebas Académicas. Se realizó un estudio transversal de comparación de grupos. Las pruebas se aplicaron de manera grupal en los salones de clases. El análisis estadístico se realizó mediante el programa SPSS v.20. Se conformaron tres grupos en función de los niveles de PIyE, y se compararon las puntuaciones que cada grupo obtuvo en los indicadores de CA por medio del MANOVA. Los datos mostraron efectos significativos en escritura en los grupos de problemas internalizados (PI), y en lectura en los grupos de problemas externalizados (PE). Se discuten los resultados de la influencia de los PIyE sobre la CA.
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URI: http://hdl.handle.net/10983/16196
ISSN: 0123-9155
metadata.dc.relation.ispartof: Acta Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 54-64
Appears in Collections:CAA. Acta Colombiana de Psicología

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