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

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 in...

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Autores:: Reyna, Cecilia
Brussino, Silvina Alejandra

Tipo de recurso:: Article of journal

Fecha de publicación:: 2015

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: spa

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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 Diferenças de idade e gênero em comportamento social, temperamento e regulação emocional em crianças argentinas
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 TEMPERAMENTO EMOCIONES HABILIDADES SOCIALES PROBLEMAS DE CONDUCTA NIÑOS TEMPERAMENT EMOTIONS SOCIAL SKILLS BEHAVIORAL PROBLEMS CHILDREN 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.proposal.spa.fl_str_mv	TEMPERAMENTO EMOCIONES HABILIDADES SOCIALES PROBLEMAS DE CONDUCTA NIÑOS TEMPERAMENT EMOTIONS SOCIAL SKILLS BEHAVIORAL PROBLEMS CHILDREN HABILIDADES SOCIAIS PROBLEMAS DE CONDUTA CRIANÇAS
topic	TEMPERAMENTO EMOCIONES HABILIDADES SOCIALES PROBLEMAS DE CONDUCTA NIÑOS TEMPERAMENT EMOTIONS SOCIAL SKILLS BEHAVIORAL PROBLEMS CHILDREN HABILIDADES SOCIAIS PROBLEMAS DE CONDUTA CRIANÇAS
description	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.
publishDate	2015
dc.date.issued.spa.fl_str_mv	2015-12
dc.date.accessioned.spa.fl_str_mv	2018-07-25T19:14:15Z
dc.date.available.spa.fl_str_mv	2018-07-25T19:14:15Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.citation.spa.fl_str_mv	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
dc.identifier.issn.spa.fl_str_mv	0123-9155
dc.identifier.uri.spa.fl_str_mv	http://hdl.handle.net/10983/16196
identifier_str_mv	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 0123-9155
url	http://hdl.handle.net/10983/16196
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dc.relation.ispartof.spa.fl_str_mv	Acta Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 54-64
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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. Eisenberg, N., Zhou, Q., Losoya, S.H., Fabes, R.A., Shepard, S.A., Murphy, B. C.,... Cumberland, A. (2003). The relations of parenting, effortful control, and ego control of children's emotional expressivity. Child Development, 74(3), 875-895. 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. Garner, P.W. & Spears, F.M. (2000). Emotion regulation in low-income preschoolers. Social Development, 9(2), 246-264. Gartstein, M.A. & Rothbart, M.K. (2003). Studying infant temperament via the Revised Infant Behavior Questionnaire. Infant Behavior and Development, 26(1), 64-86. George, D. & Mallery, M.P. (2001). SPSS for Windows step by step: A simple guide and reference. Boston, MA: Allyn & Bacon. Gottlieb, G. (2003). On making behavioral genetics truly developmental. Human Development, 46(6), 337-355. Grantham-McGregor, S., Cheung, Y.B., Cueto, S., Glewwe, P., Richter, L. & Strupp, B. (2007). Child development in developing countries 1: Developmental potential in the first 5 years for children in developing countries. Lancet, 369(9555), 60-70. Gresham, F.M. (2001). Assessment of social skills in children and adolescents. In D. H. Saklofske, J. J. W. Andrews & H. L. Janzen (Eds.), Handbook of Psychoeducational Assessment: A practical handbook (pp. 325-355). San Diego, CA: Academic Press. Gresham, F.M., Sugai, G. & Horner, R.H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344. Guerin, D.W. & Gottfried, A.W. (1994). Developmental stability and change in parent reports of temperament: A ten-year longitudinal investigation from infancy through preadolescence. Merrill-Palmer Quarterly, 40(3), 334-355. Hill, A., Degnan, K., Calkins, S.D. & Keane, S.P. (2006). Profiles of externalizing behavior problems for boys and girls across preschool: The roles of emotion regulation and inattention. Developmental Psychology, 42(5), 913-928. Holodynski, M. & Friedlmeier, W. (2006). Development of emotions and emotion regulation. New York: Springer Keenan, K. & Shaw, D. (1997). Developmental and social influences on young girls' early problem behaviors. Psychological Bulletin, 121(1), 95-113. Keiley, M.K., Lofthouse, N., Bates, J.E., Dodge, K.A. & Pettit, G.S. (2003). 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Merrell, K.W. (2003). Preschool and Kindergarten Behavior Scales, Second Edition: Spanish Language Version. Austin, TX: PRO-ED. Miner, J.L. & Clarke-Stewart, K.A. (2008). Trajectories of externalizing behavior from age 2 to age 9: Relations with gender, temperament, ethnicity, parenting, and rater. Developmental Psychology, 44(3), 771-786. Murphy, B.C., Eisenberg, N., Fabes, R.A., Shepard, S. & Guthrie, I.K. (1999). Consistency and change in children's emotionality and regulation: A longitudinal study. Merrill-Palmer Quarterly, 45(3), 413-444. Ostrov, J.M. & Keating, C.F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13(2), 255-277. Persson, G.E. B. (2005). Developmental perspectives on prosocial and aggressive motives in preschoolers' peer interactions. International Journal of Behavioral Development, 29(1), 80-91. Posner, M.I. & Rothbart, M.K. (2000). 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Rydell, A.-M., Berlin, L. & Bohlin, G. (2003). Emotionality, emotion regulation, and adaptation among 5- to 8-year-old children. Emotion, 3(1), 30-47. Saygili, G. (2014). Social skills of children in public primary school in Turkey: A case study. International Journal of Recent Scientific Research, 5(1), 148-152. Sewrud-Clikeman, M. (2007). Social competence in children. New York: Springer. Sheridan, S.M. & Walker, D. (1999). Social skills in context: Considerations for assessment, intervention, and generalization. In C.R. Reynolds & T.B. Gutkin (Eds.), The Handbook of School Psychology (3rd ed., pp.686-708). New York: Wiley. Shiner, R.L. & Caspi, A. (2003). Personality differences in childhood and adolescence: Measurement, development, and consequences. Journal of Child Psychology and Psychiatry, 44(1), 2-32. Souza, F. & Rodrigues, M.M.P. (2002). A segregação sexual na interação de crianças de 8 e 9 anos. Psicologia: Reflexão e Crítica, 15(3), 489-496. Tabachnick, B. & Fidell, L. (2001). Using multivariate statistics (4th ed.). New York: Harper & Row. Teague, R.J.P. (2005). Social functioning in preschool children: Can social information processing and self-regulation skills explain sex differences and play a role in preventing ongoing problems? (Unpublished doctoral dissertation) Griffith University, Australia. Thompson, R.A. & Goodvin, R. (2007). Taming the tempest in the teapot: Emotion regulation in toddlers. In C. A. Brownell & C. B. Kopp (Eds.), Transitions in early socioemotional development: The toddler years (pp.320-344). New York: Guilford. Trianes, M.V., Muñoz, A.M. & Jiménez, M. (1997). Competencia social: su educación y tratamiento. Madrid: Pirámide. Vahedi, S., Farrokhi, F. & Farajian, F. (2012). Social competence and behavior problems in preschool children. Iranian Journal of Psychiatry, 7(3), 126-134. Vaughan Sallquist, J., Eisenberg. N., Spinrad, T.L., Reiser, M., Hofer, C., Liew, J.,... Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9(1), 15-28.
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spelling	Reyna, Cecilia9e9cac4c-0ff2-494d-999f-df0261481984-1Brussino, Silvina Alejandra a9f90bd3-70e6-4748-8c44-0dc7bf848ed12018-07-25T19:14:15Z2018-07-25T19:14:15Z2015-12Diversos 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.Diversos 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.Several 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.application/pdfReyna, 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/1140123-9155http://hdl.handle.net/10983/16196spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 54-64Achenbach, 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). 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Iranian Journal of Psychiatry, 7(3), 126-134.Vaughan Sallquist, J., Eisenberg. N., Spinrad, T.L., Reiser, M., Hofer, C., Liew, J.,... Eggum, N. (2009). Positive and negative emotionality: Trajectories across six years and relations with social competence. Emotion, 9(1), 15-28.Derechos Reservados - Universidad Católica de Colombia, 2015info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2TEMPERAMENTOEMOCIONESHABILIDADES SOCIALESPROBLEMAS DE CONDUCTANIÑOSTEMPERAMENTEMOTIONSSOCIAL SKILLSBEHAVIORAL PROBLEMSCHILDRENHABILIDADES SOCIAISPROBLEMAS DE CONDUTACRIANÇASDiferencias de edad y género en comportamiento social, temperamento y regulación emocional en niños argentinosAge and gender differences in social behavior, temperament and emotional regulation among argentinean childrenDiferenças de idade e gênero em comportamento social, temperamento e regulação emocional em crianças argentinasArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALDIFERENCIAS DE EDAD Y GÉNERO EN COMPORTAMIENTO SOCIAL.pdfDIFERENCIAS DE EDAD Y GÉNERO EN COMPORTAMIENTO SOCIAL.pdfArtículo en españolapplication/pdf302143https://repository.ucatolica.edu.co/bitstreams/6ca73cf8-05df-4634-b872-0df13c4c7153/download6220c0b6d629346043e2bd19ed962a18MD51TEXTDIFERENCIAS DE EDAD Y GÉNERO EN COMPORTAMIENTO SOCIAL.pdf.txtDIFERENCIAS DE EDAD Y GÉNERO EN COMPORTAMIENTO SOCIAL.pdf.txtExtracted texttext/plain68498https://repository.ucatolica.edu.co/bitstreams/a0ac50d0-9ccf-44a0-bce0-4c0bf5ba4700/download1f3bd52b9911640afbfcf372095b8219MD52THUMBNAILDIFERENCIAS DE EDAD Y GÉNERO EN COMPORTAMIENTO SOCIAL.pdf.jpgDIFERENCIAS DE EDAD Y GÉNERO EN COMPORTAMIENTO SOCIAL.pdf.jpgRIUCACimage/jpeg25742https://repository.ucatolica.edu.co/bitstreams/ba54f390-48de-46c5-a2c9-f7fb24017460/downloadffdd666b27614a82fbb7fa2f06c93904MD5310983/16196oai:repository.ucatolica.edu.co:10983/161962023-03-24 18:14:19.984https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 2015https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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

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