Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.

El objetivo de esta investigación fue evaluar las diferencias en función de la edad, el género y el nivel socio-económico en el comportamiento social (habilidades sociales y problemas de conducta), la atención focalizada, el control inhibitorio, la emocionalidad (positiva y negativa) y la regulación...

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Autores:
Reyna, Cecilia
Brussino, Silvina Alejandra
Tipo de recurso:
Article of investigation
Fecha de publicación:
2015
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/27948
Acceso en línea:
https://hdl.handle.net/10983/27948
https://doi.org/10.14718/ACP.2015.18.2.5
Palabra clave:
Temperament
Emotions
Social skills
Behavioral problems
Children
Temperamento
Emociones
Habilidades sociales
Problemas de conducta
Niños.
Temperamento
Emociones
Habilidades sociais
Problemas de conduta
Crianças
Rights
openAccess
License
Cecilia Reyna - 2015
id UCATOLICA2_11e12ebe37eb59902904f58afe91b513
oai_identifier_str oai:repository.ucatolica.edu.co:10983/27948
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
dc.title.translated.eng.fl_str_mv Age and gender differences in social behavior, temperament and emotional regulation among argentinean children.
title Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
spellingShingle Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
Temperament
Emotions
Social skills
Behavioral problems
Children
Temperamento
Emociones
Habilidades sociales
Problemas de conducta
Niños.
Temperamento
Emociones
Habilidades sociais
Problemas de conduta
Crianças
title_short Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
title_full Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
title_fullStr Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
title_full_unstemmed Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
title_sort Diferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.
dc.creator.fl_str_mv Reyna, Cecilia
Brussino, Silvina Alejandra
dc.contributor.author.spa.fl_str_mv Reyna, Cecilia
Brussino, Silvina Alejandra
dc.subject.eng.fl_str_mv Temperament
Emotions
Social skills
Behavioral problems
Children
topic Temperament
Emotions
Social skills
Behavioral problems
Children
Temperamento
Emociones
Habilidades sociales
Problemas de conducta
Niños.
Temperamento
Emociones
Habilidades sociais
Problemas de conduta
Crianças
dc.subject.spa.fl_str_mv Temperamento
Emociones
Habilidades sociales
Problemas de conducta
Niños.
Temperamento
Emociones
Habilidades sociais
Problemas de conduta
Crianças
description El objetivo de esta investigación fue evaluar las diferencias en función de la edad, el género y el nivel socio-económico en el comportamiento social (habilidades sociales y problemas de conducta), la atención focalizada, el control inhibitorio, la emocionalidad (positiva y negativa) y la regulación emocional (positiva y negativa) en niños argentinos de tres, cinco y siete años de edad. Se realizó un estudio evolutivo transversal en el cual participaron los padres y docentes de 623 niños. Los padres brindaron información acerca de aspectos socio-demográficos, y sobre el temperamento y procesos emocionales de los niños, mientras que los docentes lo hicieron con respecto al comportamiento social de los niños. El estudio de las comparaciones entre grupos se efectuó a través de análisis de varianza. Las diferencias más marcadas se atribuyeron, en primer lugar, a la edad de los niños, y en segundo lugar, al género. En términos generales, los niños de tres años mostraron un menor desempeño que el resto de los grupos, pero el desarrollo no fue lineal en todos los procesos ya que los niños de cinco años presentaron un desempeño semejante o mejor en comparación con los niños de siete años, según algunas variables.
publishDate 2015
dc.date.accessioned.none.fl_str_mv 2015-07-01 00:00:00
2023-01-23T15:35:28Z
dc.date.available.none.fl_str_mv 2015-07-01 00:00:00
2023-01-23T15:35:28Z
dc.date.issued.none.fl_str_mv 2015-07-01
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.content.spa.fl_str_mv Text
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dc.type.local.eng.fl_str_mv Journal article
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dc.identifier.doi.none.fl_str_mv 10.14718/ACP.2015.18.2.5
dc.identifier.eissn.none.fl_str_mv 1909-9711
dc.identifier.issn.none.fl_str_mv 0123-9155
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/27948
dc.identifier.url.none.fl_str_mv https://doi.org/10.14718/ACP.2015.18.2.5
identifier_str_mv 10.14718/ACP.2015.18.2.5
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url https://hdl.handle.net/10983/27948
https://doi.org/10.14718/ACP.2015.18.2.5
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language spa
dc.relation.bitstream.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/download/114/156
dc.relation.citationedition.spa.fl_str_mv Núm. 2 , Año 2015
dc.relation.citationendpage.none.fl_str_mv 64
dc.relation.citationissue.spa.fl_str_mv 2
dc.relation.citationstartpage.none.fl_str_mv 51
dc.relation.citationvolume.spa.fl_str_mv 18
dc.relation.ispartofjournal.spa.fl_str_mv Acta Colombiana de Psicología
dc.relation.references.spa.fl_str_mv Achenbach, T.M. (1966). The classification of children’s psychiatric cymptoms: A factor-analytic study. Psychological Monographs, 80(7), 1–37.
Bandeira, M., Silva Rocha, S., Cordeiro Freitas, L., Pereira Del Prette, Z.A. & Del Prette, A. (2006). Habilidades sociais e variáveis sociodemográficas em estudantes do ensino fundamental. Psicologia em Estudo, 11(3), 541–549.
Bradley, R.H. & Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.
Bridges, L.J., Denham, S.A. & Ganiban, J.M. (2004). Definitional issues in emotion regulation research. Child Development, 75(2), 340–345.
Brooks-Gunn, J. & Duncan, G.J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71.
Brophy-Herb, H. E., Lee, R. E., Nievar, M. A. & Stollak, G. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134–148.
Cicchetti, D. & Toth, S.L. (1991). A developmental perspective on internalizing and externalizing disorders of childhood. In D. Cicchetti & S. L. Toth (Eds.), Rochester Symposium on Developmental Psychopathology: Internalizing and externalizing expressions of dysfunction (Vol. 2, pp. 1–19). Rochester, NY: University of Rochester Press.
Cole, P.M., Martin, S.E. & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333.
Comisión de Enlace Institucional, AAM-SAIMO-CEIM (2006). Nivel socio-económico 2006. Recuperado en diciembre de 2008 de http://www.saimo.org.ar/socios/Socios/NSE2006-23nov2006Informe_final.pdf .
Connor, D.F. (2002). Aggression and antisocial behavior in children and adolescents. New York: The Guilford Press.
Cummings, E.M., Braungart-Rieker, J. & Du Rocher Schudlich, T. (2003). Emotion and personality development in childhood. In I. B. Weiner (Ed.), R. M. Lerner, M. A. Easterbrooks & J. Mistry (Vol. Eds.), Comprehensive handbook of Psychology, Vol. 6: Developmental Psychology (pp.211–239). New York: John Wiley & Sons, Inc.
Diamond, L.M. & Aspinwall, L.G. (2003). Emotion regulation across the life span: An integrative perspective emphasizing self-regulation, positive affect, and dyadic processes. Motivation & Emotion, 27(2), 125–156.
Eisenberg, N. & Spinrad, T.L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334–339.
Eisenberg, N., Cumberland, A., Spinrad, T.L., Fabes, R.A., Shepard, S.A. & Reiser, M. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.
Eisenberg, N., Fabes, R.A. & Guthrie, I.K. (1997). Coping with stress. The roles of regulation and development. In S. A. Wolchik & L. N. Sandler (Eds.), Handbook of children’s coping: Linking theory and intervention (pp. 41–70). New York: Plenum.
Eisenberg, N., Fabes, R.A., Guthrie, I.K. & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality & Social Psychology, 78(1), 136–157.
Eisenberg, N., Fabes, R.A., Guthrie, I.K., Murphy, B.C., Maszk, P., Holmgren, R. & Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8(1), 141–162.
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Else-Quest, N.M., Hyde, J.S., Goldsmith, H.H. & Van Hulle, C.A. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132(1), 33–72.
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dc.rights.spa.fl_str_mv Cecilia Reyna - 2015
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spelling Reyna, Cecilia9e9cac4c-0ff2-494d-999f-df0261481984300Brussino, Silvina Alejandra a9f90bd3-70e6-4748-8c44-0dc7bf848ed12015-07-01 00:00:002023-01-23T15:35:28Z2015-07-01 00:00:002023-01-23T15:35:28Z2015-07-01El objetivo de esta investigación fue evaluar las diferencias en función de la edad, el género y el nivel socio-económico en el comportamiento social (habilidades sociales y problemas de conducta), la atención focalizada, el control inhibitorio, la emocionalidad (positiva y negativa) y la regulación emocional (positiva y negativa) en niños argentinos de tres, cinco y siete años de edad. Se realizó un estudio evolutivo transversal en el cual participaron los padres y docentes de 623 niños. Los padres brindaron información acerca de aspectos socio-demográficos, y sobre el temperamento y procesos emocionales de los niños, mientras que los docentes lo hicieron con respecto al comportamiento social de los niños. El estudio de las comparaciones entre grupos se efectuó a través de análisis de varianza. Las diferencias más marcadas se atribuyeron, en primer lugar, a la edad de los niños, y en segundo lugar, al género. En términos generales, los niños de tres años mostraron un menor desempeño que el resto de los grupos, pero el desarrollo no fue lineal en todos los procesos ya que los niños de cinco años presentaron un desempeño semejante o mejor en comparación con los niños de siete años, según algunas variables.The purpose of this study was to assess the differences in terms of age, gender and socioeconomic background in social behavior (social skills and behavior problems), focused attention, inhibitory control, positive and negative emotionality and regulation of positive and negative emotions in Argentinean children aged 3, 5 and 7 years. A developmental cross-sectional study was carried out where the parents and teachers of 623 children participated. Parents reported on socio-demographic issues, children’s temperament and emotional processes, while teachers provided information on children’s social behavior. Comparisons between groups were conducted by analysis of variance. The most marked differences were attributed, firstly, to children’s age, and secondly, to gender. Overall, the children aged three showed a lower performance than the other groups, but development was not linear on all the processes, as the children aged five showed a similar or better performance than the children aged seven when considering several variables.application/pdf10.14718/ACP.2015.18.2.51909-97110123-9155https://hdl.handle.net/10983/27948https://doi.org/10.14718/ACP.2015.18.2.5spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/114/156Núm. 2 , Año 20156425118Acta Colombiana de PsicologíaAchenbach, T.M. (1966). The classification of children’s psychiatric cymptoms: A factor-analytic study. Psychological Monographs, 80(7), 1–37.Bandeira, M., Silva Rocha, S., Cordeiro Freitas, L., Pereira Del Prette, Z.A. & Del Prette, A. (2006). Habilidades sociais e variáveis sociodemográficas em estudantes do ensino fundamental. Psicologia em Estudo, 11(3), 541–549.Bradley, R.H. & Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.Bridges, L.J., Denham, S.A. & Ganiban, J.M. (2004). Definitional issues in emotion regulation research. Child Development, 75(2), 340–345.Brooks-Gunn, J. & Duncan, G.J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71.Brophy-Herb, H. E., Lee, R. E., Nievar, M. A. & Stollak, G. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28(2), 134–148.Cicchetti, D. & Toth, S.L. (1991). A developmental perspective on internalizing and externalizing disorders of childhood. In D. Cicchetti & S. L. Toth (Eds.), Rochester Symposium on Developmental Psychopathology: Internalizing and externalizing expressions of dysfunction (Vol. 2, pp. 1–19). Rochester, NY: University of Rochester Press.Cole, P.M., Martin, S.E. & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333.Comisión de Enlace Institucional, AAM-SAIMO-CEIM (2006). Nivel socio-económico 2006. Recuperado en diciembre de 2008 de http://www.saimo.org.ar/socios/Socios/NSE2006-23nov2006Informe_final.pdf .Connor, D.F. (2002). Aggression and antisocial behavior in children and adolescents. New York: The Guilford Press.Cummings, E.M., Braungart-Rieker, J. & Du Rocher Schudlich, T. (2003). Emotion and personality development in childhood. In I. B. Weiner (Ed.), R. M. Lerner, M. A. Easterbrooks & J. Mistry (Vol. Eds.), Comprehensive handbook of Psychology, Vol. 6: Developmental Psychology (pp.211–239). New York: John Wiley & Sons, Inc.Diamond, L.M. & Aspinwall, L.G. (2003). Emotion regulation across the life span: An integrative perspective emphasizing self-regulation, positive affect, and dyadic processes. Motivation & Emotion, 27(2), 125–156.Eisenberg, N. & Spinrad, T.L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75(2), 334–339.Eisenberg, N., Cumberland, A., Spinrad, T.L., Fabes, R.A., Shepard, S.A. & Reiser, M. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.Eisenberg, N., Fabes, R.A. & Guthrie, I.K. (1997). Coping with stress. The roles of regulation and development. In S. A. Wolchik & L. N. Sandler (Eds.), Handbook of children’s coping: Linking theory and intervention (pp. 41–70). 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Emotion, 9(1), 15–28.Cecilia Reyna - 2015info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/114TemperamentEmotionsSocial skillsBehavioral problemsChildrenTemperamentoEmocionesHabilidades socialesProblemas de conductaNiños.TemperamentoEmocionesHabilidades sociaisProblemas de condutaCriançasDiferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinos.Age and gender differences in social behavior, temperament and emotional regulation among argentinean children.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2644https://repository.ucatolica.edu.co/bitstreams/a69930b1-cde5-49ec-a917-b30120738390/download093ccff40bb9ef55cf9c11416c0d8884MD5110983/27948oai:repository.ucatolica.edu.co:10983/279482023-03-24 16:57:23.606https://creativecommons.org/licenses/by-nc-sa/4.0/Cecilia Reyna - 2015https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com