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dc.contributor.authorRomero Godínez, Edith-
dc.contributor.authorLucio Gómez Maqueo, María Emilia-
dc.contributor.authorForns Santacana, María-
dc.rightsCopyright Universidad Católica de Colombia 2015spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.description.abstractDiversos 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.spa
dc.publisherUniversidad Católica de Colombia. Facultad de Psicologíaspa
dc.date.accessioned2018-07-25T20:16:27Z-
dc.date.available2018-07-25T20:16:27Z-
dc.date.issued2015-12-
dc.format.mimetypeapplication/pdfspa
dc.identifier.citationRomero Godínez, E., Gómez Maqueo, M., & Forns Santacana, M. (2015). Los problemas internalizados y externalizados en la competencia académica de escolares. Acta Colombiana de Psicología, 18(2), 65-74. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/115spa
dc.identifier.issn0123-9155-
dc.identifier.urihttp://hdl.handle.net/10983/16202-
dc.language.isospaspa
dc.relation.ispartofActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 64-74-
dc.typeArtículo de revistaspa
dc.titleLos problemas internalizados y externalizados en la competencia académica de escolaresspa
dc.title.alternativeInternalizing and externalizing problems and academic competence of school childrenspa
dc.title.alternativeOs problemas internalizados e externalizados na competência acadêmica de escolaresspa
dc.description.abstractenglishSeveral studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Raven's Progressive Matrices Test, and Academic Competence Tests were administered. A cross-sectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.spa
dc.description.abstractportuguesDiversos estudos destacam a elevada prevalência de problemas internalizados e externalizados (PIyE) na infância, bem como suas repercussões na competência acadêmica (CA). No México existe pouca evidência empírica a respeito, por isso é relevante analisar esta relação para contar com indicadores que guiem o desenho de intervenções. O objetivo do trabalho foi comparar as pontuações obtidas de CA em três grupos de crianças com níveis diferenciados de PIyE. Trabalhou-se com 314 crianças com idades entre 8 e 12 anos de escolas primárias públicas, 51% meninas e 49% meninos. Aplicaram-se quatro instrumentos: Questionário de Problemas Internalizados e Externalizados (CPIEN), Ficha Sócio demográfica para crianças, Escala de Inteligência Raven, e Testes Acadêmicos. Realizou-se um estudo transversal de comparação de grupos. Os testes foram aplicados de maneira grupal nas salas de aula. A análise estatística realizou-se mediante o programa SPSS v.20. Formaram-se três grupos em função dos níveis de PIyE, e compararam-se as pontuações que cada grupo obteve nos indicadores de CA através do MANOVA. Os dados mostraram efeitos significativos em escritura nos grupos de problemas internalizados (PI), e em leitura nos grupos de problemas externalizados (PE). Discutem-se os resultados da influência dos PIyE sobre a CA.spa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
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dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.subject.proposalPROBLEMAS INTERNALIZADOS Y EXTERNALIZADOSspa
dc.subject.proposalCOMPETENCIA ACADÉMICAspa
dc.subject.proposalETAPA ESCOLARspa
dc.subject.proposalINTERNALIZING AND EXTERNALIZING PROBLEMSspa
dc.subject.proposalACADEMIC COMPETENCEspa
dc.subject.proposalSCHOOL STAGEspa
dc.subject.proposalPROBLEMAS INTERNALIZADOS E EXTERNALIZADOSspa
dc.subject.proposalCOMPETÊNCIA ACADÊMICAspa
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