Los problemas internalizados y externalizados en la competencia académica de escolares
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...
- Autores:
-
Romero-Godínez, Edith
Lucio-Gómez Maqueo, María Emilia
Forns-Santacana, María
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2015
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- Universidad Católica de Colombia
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- RIUCaC - Repositorio U. Católica
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- http://hdl.handle.net/10983/16202
- Palabra clave:
- Problemas internalizados y externalizados
Competencia académica
Etapa escolar
Internalizing and externalizing problems
Academic competence
School stage
Problemas internalizados e externalizados
Competência acadêmica
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- Derechos Reservados - Universidad Católica de Colombia, 2015
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| dc.title.spa.fl_str_mv |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| dc.title.translated.eng.fl_str_mv |
Internalizing and externalizing problems and academic competence of school children Os problemas internalizados e externalizados na competência acadêmica de escolares |
| title |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| spellingShingle |
Los problemas internalizados y externalizados en la competencia académica de escolares Problemas internalizados y externalizados Competencia académica Etapa escolar Internalizing and externalizing problems Academic competence School stage Problemas internalizados e externalizados Competência acadêmica |
| title_short |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| title_full |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| title_fullStr |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| title_full_unstemmed |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| title_sort |
Los problemas internalizados y externalizados en la competencia académica de escolares |
| dc.creator.fl_str_mv |
Romero-Godínez, Edith Lucio-Gómez Maqueo, María Emilia Forns-Santacana, María |
| dc.contributor.author.spa.fl_str_mv |
Romero-Godínez, Edith Lucio-Gómez Maqueo, María Emilia Forns-Santacana, María |
| dc.subject.proposal.spa.fl_str_mv |
Problemas internalizados y externalizados Competencia académica Etapa escolar Internalizing and externalizing problems Academic competence School stage Problemas internalizados e externalizados Competência acadêmica |
| topic |
Problemas internalizados y externalizados Competencia académica Etapa escolar Internalizing and externalizing problems Academic competence School stage Problemas internalizados e externalizados Competência acadêmica |
| description |
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. |
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2015 |
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2015-12 |
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2018-07-25T20:16:27Z |
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2018-07-25T20:16:27Z |
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Artículo de revista |
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Romero-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/115 |
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0123-9155 |
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http://hdl.handle.net/10983/16202 |
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Romero-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/115 0123-9155 |
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Acta Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 64-74 |
| dc.relation.references.spa.fl_str_mv |
Achenbach, T. M. (1966). The Classification of Children's Psychiatric Symptoms: A Factor-analytic Study. Psychological Monographs: General and Applied, 80(7), 1-37. doi: 10.1037/h0093906. Achenbach, T. M. & Edelbrock, C. S. (1993). Diagnóstico, taxonomía y evaluación. En T. H. Ollendick y M. Hersen (Eds.), Psicopatología infantil (pp. 75-94). Barcelona: Martínez Roca. Achenbach, T. M. & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: University of Vermont. Achenbach, T. M. & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington: University of Vermont. Ansary, N. S. & Luthar, S. (2009). Distress and Academic Achievement among Adolescents of Affluence: A Study of Externalizing and Internalizing Problem Behaviors and School Performance. Development and Psychopathology, 21(1), 319-341. doi: 10.1017/S0954579409000182 Bornstein, H. M., Hahn, C. & Haynes, O. M. (2010). Social Competence, Externalizing, and Internalizing Behavioral Adjustment from Early Childhood through Early Adolescence: Developmental Cascades. Development and Psychopathology, 22(4), 717-735. doi: 10.1017/S0954579410000416 Burt, K. B. & Roisman, G. I. (2010). Competence and Psychopathology: Cascade Effects in the NICHD Study Early Child Care and Youth Development. Development and Psychopathology, 22(3), 557-567. doi: 10.1017/S0954579410000271 Caraveo, A. J. (2007). Cuestionario breve de tamizaje y diagnóstico de problemas de salud mental en niños y adolescentes: algoritmos para síndromes y su prevalencia en la ciudad de México. Revista Salud Mental, 30(1), 48-55. Chen, X., Liu, M., Rubin, K. H., Li, D., Li, Z., Cen, G. & Li, B. (2003). Parental Reports of Externalizing and Internalizing Behaviors in Chinese Children: Relevancy to Social, Emotional and School Adjustment. The Journal of Psychology in Chinese Societies, 3(2), 233-259. Cicchetti, D. (2006). Development and Psychopathology. En D. Cicchetti (Ed.), Developmental Psychopathology Vol.2: Theory and Method (2da. ed. pp. 1-23). New York: Wiley. Cicchetti, D. & Toth, S. L. (1991). Internalizing and Externalizing Expressions of Dysfunctions: Rochester Symposium on Developmental Psychopathology. Hillsdale, N J: Lawrence Erlbaum Associates. Coie, J. D., Belding, M. & Underwood, M. (1998). Aggression and Peer Rejection in Childhood. En B. B. Lahey, A. E. Kazdin (Eds). Advances in Clinical Child Psychology (pp. 125-158). New York: Plenum. Epstein, M. H. (2004). Behavioral and Emotional Rating Scale-2: A Strength-based Approach to Assessment. Texas: PROED. Esquivel, A. F., Heredia, A. C. y Lucio, G. E. (2007). Psicodiagnóstico clínico del niño. México: Manual Moderno. Farrington, D. P. & Welsh, B. C. (2007). Saving Children from a Life of Crime: Early Risk Factors and Effective Interventions. Oxford: Oxford University Press. Fergusson, D. M., Horwood, L. J. & Boden, J. M. (2006). Structure of Internalizing Symptoms in Early Adulthood. The British Journal of Psychiatry, 189(6), 540-546. doi: 10.1192/bjp.bp.106.022384 Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38(5), 581-586. doi: 10.1111/j.1469-7610.1997.tb01545.x Klein, J. M., Gonçalves, A. & Silva, C. F. (2009). The Rutter Children Behaviour Questionnaire for Teachers: From Psychometrics to Norms, Estimating Caseness. Psico-USF, 14(2), 157-165. Doi: 10.1590/S1413-82712009000200004 Lucio, E. (2014). Psicopatología infantil. En E. Lucio y M. C. Heredia (Eds.), Psicopatología: riesgo y tratamiento de los problemas infantiles (pp. 1-25). México: Manual Moderno. Lucio, E. y Durán, C. (2010). Ficha Socio-demográfica para Niños. Manuscrito inédito. Masten, A. S., Burt, K. & Coatsworth, J. D. (2006). Competence and Psychopathology. En D. Cicchetti & D. Cohen (Eds.), Developmental Psychopathology, Vol 3: Risk, Disorder and Psychopathology (2nd ed. pp. 696-738). New York: Wiley. Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Roberts, J. M., Boelcke, K. & Tellegen, A. (2005). Developmental Cascades: Linking Academic Achievement, Externalizing and Internalizing Symptoms over 20 Years. Developmental Psychology, 41(5), 733-746. doi: 10.1037/0012-1649.41.5.733. Moilanen, K. L, Shaw, D. S. & Maxwell, K. L. (2010). Developmental Cascades: Externalizing, Internalizing, and Academic Competence from Middle Childhood to Early Adolescence. Development and Psychopathology, 22(3), 635-653. doi: 10.1017/S0954579410000337 Murray, J., Irving, B., Farrington, D. P., Colman, I. & Bloxsom, C. A. (2010). Very Early Predictors of Conduct Problems and Crime: Results from a National Cohort Study. Journal of Child Psychology and Psychiatry, 51(11), 1198-1207. doi: 10.1111/j.1469-7610.2010.02287.x . OMS (2005). Child and Adolescent Mental Health Policies and Plans. Recuperado de: http://www.who.int/mental_health/policy/services/essentialpackage1v11/en/ Raven, J.C. (1999). Test de Matrices Progresivas. Buenos Aires: Paidós. Reep, A. C., y Horner, R. H. (2000). Análisis funcional de problemas de la conducta. Madrid: Paraninfo-Thompson Learning. Reynolds, C. R. & Kamphaus, R. W. (2004). Behavior Assessment System for Children (2nd ed.). Circle Pines, MN: American Guidance System Publishing. Rhule, D. M. (2005). Take Care to Do No Harm: Harmful Interventions for Youth Problem Behavior. Professional Psychology: Research and Practice, 36(6), 618-625. doi: 10.1037/0735-7028.36.6.618 Rolf, J., Masten, A. S., Cicchetti, D., Nuechterlein, K. H. & Weintraub, S. (1990). Risk and Protective Factors in the Development of Psychopathology. Cambridge, England: Cambridge University Press. Romero, E. y Lucio, E. (2015). Cuestionario de Problemas Internalizados y Externalizados para Niños (CPIEN). Manuscrito en preparación. Rutter, M. (1967). The Rutter Behaviour Scales. Recuperado de: http://www.cls.ioe.ac.uk/text.asp?section=0001000100050017. Rutter, M., Kim-Cohen, J. & Maughan, B. (2006). Continuities and Discontinuities in Psychopathology between Childhood and Adult Life. Journal of Child Psychology and Psychiatry, 47(3-4), 276-295. doi: 10.1111/j.1469-7610.2006.01614.x Toth, S. & Cicchetti, D. (2010). The Historical Origins and Developmental Pathways of the Discipline of Developmental Psychopathology. The Israel Journal of Psychiatry and Related Sciences, 47(2), 5-14. Recuperado de: http://www.ncbi.nlm.nih.gov/pubmed/20733251 Vaillancourt, T., Brittain, H.L., McDougall, P. & Duku, E. (2013). Longitudinal Links between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades. Journal of Abnormal Child Psychology, 41(8),1203-1215. doi: 10.1007/s10802-013-9781-5 van Lier, P. A., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E. & Boivin, M. (2012). Peer Victimization, Poor Academic Achievement, and the Link between Childhood Externalizing and Internalizing Problems. Child development, 83(5), 1775-1788. doi: 10.1111/j.1467-8624.2012.01802.x van Lier, P. A. & Koot, H. M. (2010). Developmental Cascades of Peer Relations and Symptoms of Externalizing and Internalizing Problems from Kindergarten to Fourth-Grade Elementary School. Development and Psychopathology, 22(3), 569-582. doi: 10.1017/S0954579410000283 Waters, E. & Sroufe, L. A. (1983). Social Competence as a Developmental Construct. Developmental Review, 3(1), 79-97. doi: 10.1016/0273-2297(83)90010-2 Wegener, D. T. & Fabrigar, L. R. (2000). Analysis and Design for Nonexperimental Data: Addressing Causal and Noncausal Hypotheses. In H. T. Reis & C. M. Judd (Eds.), Handbook of Research Methods in Social and Personality Psychology (pp. 412-450). New York: Cambridge University Press. |
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Romero-Godínez, Editha0f5a82f-f4f7-4306-a3da-0e821ea9352c-1Lucio-Gómez Maqueo, María Emiliabb705143-7e83-461e-a4f6-e79151ebdc77-1Forns-Santacana, Maríad0262086-9fb8-4b1d-a6fb-09f23d378535-12018-07-25T20:16:27Z2018-07-25T20:16:27Z2015-12Several 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.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.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.application/pdfRomero-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/1150123-9155http://hdl.handle.net/10983/16202spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 18, no. 2 (jul.-dic. 2015); p. 64-74Achenbach, T. M. (1966). The Classification of Children's Psychiatric Symptoms: A Factor-analytic Study. Psychological Monographs: General and Applied, 80(7), 1-37. doi: 10.1037/h0093906.Achenbach, T. M. & Edelbrock, C. S. (1993). Diagnóstico, taxonomía y evaluación. En T. H. Ollendick y M. Hersen (Eds.), Psicopatología infantil (pp. 75-94). Barcelona: Martínez Roca.Achenbach, T. M. & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: University of Vermont.Achenbach, T. M. & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington: University of Vermont.Ansary, N. S. & Luthar, S. (2009). Distress and Academic Achievement among Adolescents of Affluence: A Study of Externalizing and Internalizing Problem Behaviors and School Performance. Development and Psychopathology, 21(1), 319-341. doi: 10.1017/S0954579409000182Bornstein, H. M., Hahn, C. & Haynes, O. M. (2010). Social Competence, Externalizing, and Internalizing Behavioral Adjustment from Early Childhood through Early Adolescence: Developmental Cascades. Development and Psychopathology, 22(4), 717-735. doi: 10.1017/S0954579410000416Burt, K. B. & Roisman, G. I. (2010). Competence and Psychopathology: Cascade Effects in the NICHD Study Early Child Care and Youth Development. Development and Psychopathology, 22(3), 557-567. doi: 10.1017/S0954579410000271Caraveo, A. J. (2007). Cuestionario breve de tamizaje y diagnóstico de problemas de salud mental en niños y adolescentes: algoritmos para síndromes y su prevalencia en la ciudad de México. Revista Salud Mental, 30(1), 48-55.Chen, X., Liu, M., Rubin, K. H., Li, D., Li, Z., Cen, G. & Li, B. (2003). Parental Reports of Externalizing and Internalizing Behaviors in Chinese Children: Relevancy to Social, Emotional and School Adjustment. The Journal of Psychology in Chinese Societies, 3(2), 233-259.Cicchetti, D. (2006). Development and Psychopathology. En D. Cicchetti (Ed.), Developmental Psychopathology Vol.2: Theory and Method (2da. ed. pp. 1-23). New York: Wiley.Cicchetti, D. & Toth, S. L. (1991). Internalizing and Externalizing Expressions of Dysfunctions: Rochester Symposium on Developmental Psychopathology. Hillsdale, N J: Lawrence Erlbaum Associates.Coie, J. D., Belding, M. & Underwood, M. (1998). Aggression and Peer Rejection in Childhood. En B. B. Lahey, A. E. Kazdin (Eds). Advances in Clinical Child Psychology (pp. 125-158). New York: Plenum.Epstein, M. H. (2004). Behavioral and Emotional Rating Scale-2: A Strength-based Approach to Assessment. Texas: PROED.Esquivel, A. F., Heredia, A. C. y Lucio, G. E. (2007). Psicodiagnóstico clínico del niño. México: Manual Moderno.Farrington, D. P. & Welsh, B. C. (2007). Saving Children from a Life of Crime: Early Risk Factors and Effective Interventions. Oxford: Oxford University Press.Fergusson, D. M., Horwood, L. J. & Boden, J. M. (2006). Structure of Internalizing Symptoms in Early Adulthood. The British Journal of Psychiatry, 189(6), 540-546. doi: 10.1192/bjp.bp.106.022384Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38(5), 581-586. doi: 10.1111/j.1469-7610.1997.tb01545.xKlein, J. M., Gonçalves, A. & Silva, C. F. (2009). The Rutter Children Behaviour Questionnaire for Teachers: From Psychometrics to Norms, Estimating Caseness. Psico-USF, 14(2), 157-165. Doi: 10.1590/S1413-82712009000200004Lucio, E. (2014). Psicopatología infantil. En E. Lucio y M. C. Heredia (Eds.), Psicopatología: riesgo y tratamiento de los problemas infantiles (pp. 1-25). México: Manual Moderno.Lucio, E. y Durán, C. (2010). 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New York: Cambridge University Press.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_abf2Problemas internalizados y externalizadosCompetencia académicaEtapa escolarInternalizing and externalizing problemsAcademic competenceSchool stageProblemas internalizados e externalizadosCompetência acadêmicaLos problemas internalizados y externalizados en la competencia académica de escolaresInternalizing and externalizing problems and academic competence of school childrenOs problemas internalizados e externalizados na competência acadêmica de escolaresArtículo 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_970fb48d4fbd8a85PublicationORIGINALLOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS.pdfLOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS.pdfArtículo en españolapplication/pdf275495https://repository.ucatolica.edu.co/bitstreams/e3697f2a-219b-456e-9366-702a9932665c/download85ea7374c1bddf51de7c68f7d0e28b3aMD51TEXTLOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS.pdf.txtLOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS.pdf.txtExtracted texttext/plain47039https://repository.ucatolica.edu.co/bitstreams/9da68475-4641-464f-8113-00c7bcec8952/download09a07596cff2ab6010129f37f2439eaeMD52THUMBNAILLOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS.pdf.jpgLOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS.pdf.jpgRIUCACimage/jpeg23467https://repository.ucatolica.edu.co/bitstreams/259c8141-ab7d-424b-86d6-0f2b0f7a0583/downloadcd0fefe47c1150828ae9190539624ef1MD5310983/16202oai:repository.ucatolica.edu.co:10983/162022024-08-20 10:31:40.461https://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 |