Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares
ilustraciones, diagramas
- Autores:
-
Nobles Roldán, Adriana Janeth
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/87035
- Palabra clave:
- 150 - Psicología
Inteligencia Emocional
Regulación Emocional
Emotional Intelligence
Emotional Regulation
Prácticas de crianza
Competencia emocional
Autorregulación
Comprensión emocional
Autoeficacia materna
Preescolares
Parenting practices
Emotional competence
Self-regulation
Emotional understanding
Maternal self-efficacy
Preschoolers
- Rights
- openAccess
- License
- Reconocimiento 4.0 Internacional
| id |
UNACIONAL2_95931d236bcd852cdb516c39ca74c40c |
|---|---|
| oai_identifier_str |
oai:repositorio.unal.edu.co:unal/87035 |
| network_acronym_str |
UNACIONAL2 |
| network_name_str |
Universidad Nacional de Colombia |
| repository_id_str |
|
| dc.title.spa.fl_str_mv |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| dc.title.translated.eng.fl_str_mv |
Child-rearing practices, maternal self-efficacy, and emotional competence in preschool children |
| title |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| spellingShingle |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares 150 - Psicología Inteligencia Emocional Regulación Emocional Emotional Intelligence Emotional Regulation Prácticas de crianza Competencia emocional Autorregulación Comprensión emocional Autoeficacia materna Preescolares Parenting practices Emotional competence Self-regulation Emotional understanding Maternal self-efficacy Preschoolers |
| title_short |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| title_full |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| title_fullStr |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| title_full_unstemmed |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| title_sort |
Prácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolares |
| dc.creator.fl_str_mv |
Nobles Roldán, Adriana Janeth |
| dc.contributor.advisor.none.fl_str_mv |
Aguirre-Dávila, Eduardo |
| dc.contributor.author.none.fl_str_mv |
Nobles Roldán, Adriana Janeth |
| dc.contributor.researchgroup.spa.fl_str_mv |
Socialización y Crianza |
| dc.subject.ddc.spa.fl_str_mv |
150 - Psicología |
| topic |
150 - Psicología Inteligencia Emocional Regulación Emocional Emotional Intelligence Emotional Regulation Prácticas de crianza Competencia emocional Autorregulación Comprensión emocional Autoeficacia materna Preescolares Parenting practices Emotional competence Self-regulation Emotional understanding Maternal self-efficacy Preschoolers |
| dc.subject.decs.spa.fl_str_mv |
Inteligencia Emocional Regulación Emocional |
| dc.subject.decs.eng.fl_str_mv |
Emotional Intelligence Emotional Regulation |
| dc.subject.proposal.spa.fl_str_mv |
Prácticas de crianza Competencia emocional Autorregulación Comprensión emocional Autoeficacia materna Preescolares |
| dc.subject.proposal.eng.fl_str_mv |
Parenting practices Emotional competence Self-regulation Emotional understanding Maternal self-efficacy Preschoolers |
| description |
ilustraciones, diagramas |
| publishDate |
2024 |
| dc.date.accessioned.none.fl_str_mv |
2024-10-23T23:36:48Z |
| dc.date.available.none.fl_str_mv |
2024-10-23T23:36:48Z |
| dc.date.issued.none.fl_str_mv |
2024-10-21 |
| dc.type.spa.fl_str_mv |
Trabajo de grado - Maestría |
| dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/masterThesis |
| dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
| dc.type.content.spa.fl_str_mv |
Text |
| dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/TM |
| status_str |
acceptedVersion |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.unal.edu.co/handle/unal/87035 |
| dc.identifier.instname.spa.fl_str_mv |
Universidad Nacional de Colombia |
| dc.identifier.reponame.spa.fl_str_mv |
Repositorio Institucional Universidad Nacional de Colombia |
| dc.identifier.repourl.spa.fl_str_mv |
https://repositorio.unal.edu.co/ |
| url |
https://repositorio.unal.edu.co/handle/unal/87035 https://repositorio.unal.edu.co/ |
| identifier_str_mv |
Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia |
| dc.language.iso.spa.fl_str_mv |
spa |
| language |
spa |
| dc.relation.references.spa.fl_str_mv |
Adewunmi, O. A., Mabosanyinje, A., y Oyenekan, D. F. (2015). Effect of emotional intelligence, self-efficacy and parental involvement on students’ academic performance: A study on secondary school Students in Abeokuta, Ogun State, Nigeria. European Academic Research, 3(7), 8491-8515. Aguirre-Dávila, E- (2019). Cuestionario de Prácticas de Crianza en Preescolares (CPCP), Versión padres. Bogotá, D.C. Universidad Nacional de Colombia. Aguirre-Dávila, E. (2015). Prácticas de crianza, temperamento y comportamiento prosocial de estudiantes de educación básica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(1), 223-243. https://doi.org/10.11600/1692715x.13113100314 Albanese, A. M., Russo, G. R., y Geller, P. A. (2019). The role of parental self‐efficacy in parent and child well‐being: A systematic review of associated outcomes. Child: care, health and development, 45(3), 333-363. Alwaely, S. A., Yousif, N. B. A., y Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early child development and care, 191(16), 2484-2493. Amaya, R. (2008). Parentalidad positiva: educación emocional y en valores desde el ámbito familiar. Mesa Redonda: Educación Emocional y en Valores: Jornada sobre “Familia, escuela y sociedad: el reto de la convivencia”. Madrid: Universidad de Oviedo. Ansar, N., Nissen Lie, H. A., y Stiegler, J. R. (2023). The effects of emotion-focused skills training on parental mental health, emotion regulation and self-efficacy: Mediating processes between parents and children. Psychotherapy research: journal of the Society for Psychotherapy Research, 1–20. Advance online publication. https://doi.org/10.1080/10503307.2023.2218539 Arace, A., Prino, L. E., y Scarzello, D. (2021). Emotional competence of early childhood educators and child socio-emotional wellbeing. International journal of environmental research and public health, 18(14), 7633. https://doi.org/10.3390/ijerph18147633 Bandura, A. (1997) Self-Efficacy: The Exercise of Control. Freeman, New York. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x Baş, T. y Akgün, E. (2023). An examination of mothers’ self-efficacy and their interaction with their children aged 60-72 months. e-Kafkas Journal of Educational Research, 10, 629-XX. https://doi.org/10.30900.kafkasegt.1217141 Bergman-Deitcher, D., Aram, D., Khalaily-Shahadi, M., y Dwairy, M. (2021). Promoting preschoolers’ mental-emotional conceptualization and social understanding: A shared book-reading study. Early Education and Development, 32(4), 501-515. https://doi.org/10.1080/10409289.2020.1772662 Bocanegra, E. (2007). Las prácticas de crianza entre la Colonia y la Independencia de Colombia: los discursos que las enuncian y las hacen visibles. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 5(1), 201-232. Bohman, B., Rasmussen, F. y Ghaderi, A. (2016). Development and psychometric evaluation of a context-based parental self-efficacy instrument for healthy dietary and physical activity behaviors in preschool children. Int J Behav Nutr Phys Act 13, 110. https://doi.org/10.1186/s12966-016-0438-y Bjørk, R. F., Havighurst, S. S., Pons, F., y Karevold, E. B. (2020). Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding. Scandinavian journal of psychology, 61(6), 751-762. https://doi.org/10.1111/sjop.12652 Bornstein, M. H. (2012). Cultural approaches to parenting. Parenting: Science and Practice, 12(2-3), 212–221. https://doi.org/10.1080/15295192.2012.683359 Bornstein, M. H. (2015). Children's parents. En M. H. Bornstein, T. Leventhal, y R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Ecological settings and processes (vol. 4, pp. 55–132). John Wiley y Sons, Inc. Bornstein, M. H. (2016). Determinants of parenting. Developmental psychopathology: Risk, resilience, and intervention, 4, 180-270. https://doi.org/10.1002/9781119125556.devpsy405 Byrne, B. (2016). Structural Equation Modeling with Amos Basic Concepts, Applications, and Programming. Third Edition. Cabrera, N. J., Shannon, J., y Tamis-LeMonda, C. (2007). Fathers' influence on their children's cognitive and emotional development: From toddlers to pre-K. Applied Development Science, 11(4), 208-213. https://doi.org/10.1080/10888690701762100 Campbell, S. B., Denham, S. A., Howarth, G. Z., Jones, S. M., Whittaker, J. V., Williford, A. P., Willoughby, M.T., Yudron, M. y Darling-Churchill, K. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 45, 19-41. https://doi.org/10.1016/j.appdev.2016.01.008 Capano, Á., y Ubach, A. (2013). Estilos parentales, parentalidad positiva y formación de padres. Ciencias psicológicas, 7(1), 83-95 Chen, X., Fu, R., y Yiu, W. Y. V. (2019). Culture and parenting. En M. H. Bornstein (Ed.), Handbook of parenting: Biology and ecology of parenting (vol. 2, pp. 448–473). Routledge/Taylor y Francis Group. https://doi.org/10.4324/9780429401459-14 Chen, J., y Nanakida, A. (2023). A Study on the Effect of Parenting Self-efficacy of Parents with Children Aged 3-6 on Parent-child Relationship. Journal for ReAttach Therapy and Developmental Diversities,6(10s), 414-424. Cherry, K. E., y Gerstein, E. D. (2021). Fathering and masculine norms: Implications for the socialization of children's emotion regulation. Journal of Family Theory y Review, 13(2), 149-163. https://doi.org/10.1111/jftr.12411 Coleman, P. K., y Karraker, K. H. (1998). Self-efficacy and parenting quality: Findings and future applications. Developmental review,18(1), 47-85. https://doi.org/10.1006/drev.1997.0448 Coleman, P. K., y Karraker, K. H. (2000). Parenting self-efficacy among mothers of school-age children: Conceptualization, measurement, and correlates. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 49(1), 13–24. https://doi.org/10.1111/j.1741-3729.2000.00013.x Collie, R. J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87. https://doi.org/10.1177/0165025419851864 Corzo, C. T. C. (2006). Las creencias de autoeficacia: un aporte para la formación del docente de inglés. Acción pedagógica, 15(1), 44-54. Cucinella, N., Canale, R., Iannello, N. M., Inguglia, C., y Ingoglia, S. (2022). Maternal parenting stress and preschoolers’ social-emotional competence and behavioural difficulties: A variable-and person-centred approach. Journal of Clinical & Developmental Psychology, 4(1). http://cab.unime.it/journals/index.php/JCDP/index Cuervo-Martínez, Á. (2010). Pautas de crianza y desarrollo socioafectivo en la infancia. Diversitas: Perspectivas en psicología, 6(1), 111-121. Cupani, M. (2012). Análisis de Ecuaciones Estructurales: Conceptos, etapas de desarrollo y un ejemplo de aplicación. Revista Tesis. (1), 186-199. Daniel, E., Madigan, S., & Jenkins, J. (2016). Paternal and maternal warmth and the development of prosociality among preschoolers. Journal of Family Psychology, 30(1), 114. https://psycnet.apa.org/doi/10.1037/fam0000120 Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early education and development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4 Denham, S. A., Bassett, H. H., y Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137-143. https://doi.org/10.1007/s10643-012-0504-2 Denham, S. A., y Bassett, H. H. (2019). Early childhood teachers’ socialization of children’s emotional competence. Journal of Research in Innovative Teaching y Learning, 12(2), 133-150. https://doi.org/10.1108/JRIT-01-2019-0007 Denham, S. A., Ji, P., y Hamre, B. (2010). Compendium of Preschool through Elementary School Social-Emotional Learning and Associated Assessment Measures. Collaborative for Academic, Social, and Emotional Learning. Denham, S. A., y Liverette, K. H. (2019). The emotional basis of learning and development in early childhood education. En Handbook of research on the education of young children (pp. 43-64). Routledge. Dix, T., y Moed, A. (2019). Parenting and depression. En M H. Bornstein (Ed.), Handbook of parenting Vol. 4: Social conditions and applied parenting (3rd ed., pp.449–482). Routledge Duraccioa, K. M., Zaugg, K. K., Nottingham, K., y Jensen, C. D. (2021). Maternal self-efficacy is associated with mother-child feeding practices in middle childhood. Eating behaviors, 40, 101475. https://doi.org/10.1016/j.eatbeh.2021.101475 Escobedo, M. Hernández, J., Estebané, V. y Martínez g. (2016). Modelos de Ecuaciones Estructurales: características, fase, construcción y resultados. Ciencia y Trabajo, 18(55), 16-22. http://dx.doi.org/10.4067/S0718-24492016000100004 Fang, Y., Boelens, M., Windhorst, D. A., Raat, H., y van Grieken, A. (2021). Factors associated with parenting self‐efficacy: A systematic review. Journal of Advanced Nursing, 77(6), 2641-2661. https://doi.org/10.1111/jan.14767 Frosch, C. A., Schoppe-Sullivan, S. J., y O’Banion, D. D. (2021). Parenting and Child Development: A Relational Health Perspective. American journal of lifestyle medicine, 15(1), 45–59. https://doi.org/10.1177/1559827619849028 Garrett‐Peters, P. T., Castro, V. L., y Halberstadt, A. G. (2017). Parents' beliefs about children's emotions, children's emotion understanding, and classroom adjustment in middle childhood. Social Development, 26(3), 575-590. https://doi.org/10.1111/sode.12222 Ghati, L. (2017). Influence of Parental Communication on Pre-school Children’s Socio-emotional Development in Ngong Ward in Kenya. African Research Journal of Education and Social Sciences, 4(2), ISSN (online): 2312-0134 Gülay, H., y Önder, A. (2013). A study of social–emotional adjustment levels of preschool children in relation to peer relationships. Education 3-13, 41(5), 514-522. https://doi.org/10.1080/03004279.2011.609827 Hair, J. F., Hult, G. T. M., Ringle, C. M. y Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage Hajal, N. J., y Paley, B. (2020). Parental emotion and emotion regulation: A critical target of study for research and intervention to promote child emotion socialization. Developmental Psychology, 56(3), 403. https://doi.org/10.1037/dev0000864 Hamovitch, E. K., Acri, M. C., y Bornheimer, L. A. (2019). An analysis of the relationship between parenting self-efficacy, the quality of parenting, and parental and child emotional health. Journal of family social work, 22(4-5), 337-351. https://doi.org/ 10.1080/10522158.2019.1635939 Henao, G, y García, M. (2009). Interacción familiar y desarrollo emocional de niños y niñas. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 7(2) 785-802. Heras, D., Cepa, A., y Lara, F. (2016). Desarrollo emocional en la infancia. Un estudio sobre las competencias emocionales de niños y niñas. International Journal of Developmental and Educational Psychology. (1) 67-73. Hollenstein, T., Tighe, A. B., y Lougheed, J. P. (2017). Emotional development in the context of mother–child relationships. Current opinion in psychology, 17, 140-144. https://doi.org/10.1016/j.copsyc.2017.07.010 Holley, C. E., y Haycraft, E. (2022). Mothers’ perceptions of self-efficacy and satisfaction with parenting are related to their use of controlling and positive food parenting practices. Maternal & child nutrition, 18(1), e13272. https://doi.org/10.1111/mcn.13272 Housman, D.K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ICEP 11, 13. https://doi.org/10.1186/s40723-017-0038-6 Ibarrola, B. (2011). Cómo educar las emociones de nuestros hijos. Trabajo presentado en la Consejería de Acción Social y Fundación de Ayuda contra la Drogadicción (FAD), abril, 2011. Alicante: España. IBM. (2017). Statistical Package for the Social Sciences (SPSS) (No. 25). IBM. (2019). Analysis of Moment Structures (AMOS) (No. 26). Im, G. W., Jiar, Y. K., y Talib, R. B. (2019). Development of Preschool Social Emotional Inventory for Preschoolers: A Preliminary Study. International Journal of Evaluation and Research in Education, 8(1), 158-164. Infante-Blanco, A., y Martínez-Licona, J. F. (2016). Concepciones sobre la crianza: el pensamiento de madres y padres de familia. Liberabit, Revista Peruana de Psicología. 22(1), 31-41. Inoa, R. (2017). Parental involvement among middle-income Latino parents living in a middle-class community. Hispanic Journal of Behavioral Sciences, 39, 316-335. https://doi.org/10.1177/0739986317714200 Johnson, B. D., Berdahl, L. D., Horne, M., Richter, E. A., y Walters, M. G. (2014). A parenting competency model. Parenting, 14(2), 92-120. https://doi.org/10.1080/15295192.2014.914361 Jones, D. E., Greenberg, M., y Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American journal of public health, 105(11), 2283-2290. https://doi.org/ 10.2105/AJPH.2015.302630 Kang, H., y Ahn, J. W. (2021). Model setting and interpretation of results in research using structural equation modeling: A checklist with guiding questions for reporting. Asian Nursing Research, 15(3), 157-162. https://doi.org/10.1016/j.anr.2021.06.001 Kaur, J., y Sharma, A. (2021). Conceptual ECCE happiness framework for preschools: To introduce importance of happiness to promote social and emotional competence in preschool children. SAGE Open, 11(3), 21582440211031873. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford Press. Leahy-Warren, P., y McCarthy, G. (2011). Maternal parental self-efficacy in the postpartum period. Midwifery, 27(6), 802-810. https://doi.org/10.1016/j.midw.2010.07.008 Leerkes, E. M. y Crockenberg, S. C. (2002). The development of maternal self-efficacy and its influence on maternal behavior. Infancy, 3, 227-247. https://doi.org/10.1207/S15327078IN0302_7 Leerkes, E. M., y Augustine, M. E. (2019). Parenting and emotions. En M. H. Bornstein (Ed.), Handbook of parenting (3rd ed., pp. 620-653). Routledge Léniz-Maturana L, y Vilaseca R, Leiva D. 2022. Maternal self-efficacy and emotional well-being in Chilean adolescent mothers: the relationship with their children’s social-emotional development. PeerJ 10: e13162 https://doi.org/10.7717/peerj.13162 Li, S., Tang, Y., y Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, 1065978. https://doi.org/10.3389/fpsyg.2023.1065978 Liu, Y. y Leighton, J. P. (2021). Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement. Frontiers in education, 6, 657722. https://doi.org/10.3389/feduc.2021.657722 Losada, A. y Marmo, J. (2022). Clasificación de Métodos de investigación en Psicología. PSICOLOGÍA UNEMI, 6(11), 13-31. https://doi.org/10.29076/issn.2602-8379vol6iss11.2022pp13-31p Luo, L., Reichow, B., Snyder, P., Harrington, J., y Polignano, J. (2022). Systematic review and meta-analysis of classroom-wide social–emotional interventions for preschool children. Topics in Early Childhood Special Education, 42(1), 4-19. Maccoby, E. E., y Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. En P.H. Mussen (Ed. de la serie) y E. M. Hetherington (Ed. vol.), Handbook of child psychology: Socialization, personality, and social development (4th ed., Vol. 4, pp. 1-101). Wiley. Márquez-Cervantes, M.C. y Gaeta-González, M.L. (2017). Desarrollo de competencias emocionales en pre-adolescentes: el papel de padres y docentes. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(2), 221-235. Martínez González, R. A., Iglesias García, M. T., y Pérez Herrero, M. D. H. (2021). Validación de la escala de competencias parentales emocionales y sociales para madres (ECPES-M). Pedagogía Social. https://doi.org/10.7179/PSRI_2021.37.04 Martínez-González, R. A., Rodríguez-Ruiz, B., Álvarez-Blanco, L., y Becedóniz-Vázquez, C. (2016). Evidence in promoting positive parenting through the Program-Guide to Develop Emotional Competences. Psychosocial intervention, 25(2), 111-117. https://doi.org/10.1016/j.psi.2016.04.001 Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M. y Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: parent and teacher evaluations. Frontiers in Psychology, 12, 6403. https://doi.org/10.3389/fpsyg.2021.760782 Mira, A., y Núñez, L. V. (2017). Control Esforzado: Componente regulatorio del temperamento y sus implicancias en el desarrollo socio emocional de los niños. Revista Chilena de Neuropsicología, 12(1), 24-28. Moed, A., Dix, T., Anderson, E. R., and Greene, S. M. (2017). Expressing negative emotions to children: Mothers’ aversion sensitivity and children’s adjustment. Journal of Family Psychology, 31, 224-233. https://doi.org/10.1037/fam0000239 Morales, M., y Aguirre, E. (2018). Involucramiento parental basado en el hogar y desempeño académico en la adolescencia. Revista Colombiana de Psicología, 27, 137-160. https://doi.org/10.15446/ rcp. v27n2.66212 Morales-Castillo, M., Aguirre-Dávila, E., y Durán-Urrea, L. (2019). Los contenidos de la formación parental y sus implicaciones en el comportamiento de los adolescentes: elementos desde una revisión. Saúde e Sociedade, 28, 224-238. Morris, A. S., Criss, M. M., Silk, J. S., y Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child development perspectives, 11(4), 233-238. https://doi.org/10.1111/cdep.12238 Mortazavizadeh, Z., Göllner, L., y Forstmeier, S. (2022). Emotional competence, attachment, and parenting styles in children and parents. Psicologia: Reflexão e Crítica, 35. Mouton, B., Loop, L., Stiévenart, M., y Roskam, I. (2018). Confident Parents for Easier Children: A Parental Self-Efficacy Program to Improve Young Children’s Behavior. Education Sciences, 8(3), 134. MDPI AG. https://dx.doi.org/10.3390/educsci8030134 Ndengeyingoma, A., Jacob, M.H., Beaulieu-Kratchanov, V. et al. (2022). Parenting Competencies Supporting the Development of Social and Emotional Skills of Children—a Scoping Review. Trends in Psychol. https://doi.org/10.1007/s43076-022-00194-3 Ockey, G. J., y Choi, I. (2015). Structural equation modeling reporting practices for language assessment. Language Assessment Quarterly, 12(3), 305-319. https://doi.org/10.1080/15434303.2015.1050101 Olhaberry, M., y Sieverson, C. (2022). Desarrollo socio-emocional temprano y regulación emocional. Revista Médica Clínica Las Condes, 33(4), 358-366. https://doi.org/10.1016/j.rmclc.2022.06.002 Oros, L. B. y Vargas, J. (2012). Fortalecimiento emocional de las familias en situación de pobreza: una propuesta de intervención desde el contexto escolar. Suma Psicológica, 19 (1), 69-80. Orozco, A. E. (2017). Aculturación, involucramiento parental y autoeficacia materna: Un estudio cualitativo con mujeres latinoamericanas en los Estados Unidos. Interdisciplinaria, 35(1), 87-104. Parekh, N., Henriksson, P., Delisle-Nyström, C., Silfvernagel, K., Ruiz, J. R., Ortega, F. B., Pomeroy, J. y Löf, M. (2018). Associations of parental self-efficacy with diet, physical activity, body composition, and cardiorespiratory fitness in Swedish preschoolers: results from the MINISTOP trial. Health Education y Behavior, 45(2), 238-246. https://doi.org/10.1177/1090198117714019 Peña-Julca, M. L. (2021). La educación emocional en niños del nivel preescolar: una revisión sistemática. TecnoHumanismo, 1(11), 1-21. Pinta, S., Pozo, M., Yépez, E., Cabascango, K., y de los Ángeles Carpio, M. (2019). Primera infancia: estudio relacional de estilos de crianza y desarrollo de competencias emocionales. CienciAmérica: Revista de divulgación científica de la Universidad Tecnológica Indoamérica, 8(2), 171-188. Prinzie, P., de Haan, A., and Belsky, J. (2019). Personality and parenting. In M. H. Bornstein (Ed.), Handbook of Parenting Vol. 3: Being and becoming a parent (3rd ed., pp. 797–822). Routledge Puspasari, J., Rachmawati, I. N., y Budiati, T. (2018). Family support and maternal self-efficacy of adolescent mothers. Enfermeria Clinica, 28, 227-231. https://doi.org/10.1016/S1130-8621(18)30073-1 Rademacher, A., y Koglin, U. (2018). The concept of self-regulation and preschoolers’ social-emotional development: A systematic review. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1450251 Rogers, M. L., Halberstadt, A. G., Castro, V. L., MacCormack, J. K., y Garrett-Peters, P. (2016). Maternal emotion socialization differentially predicts third-grade children’s emotion regulation and lability. Emotion, 16(2), 280–291. https://doi.org/10.1037/emo0000142 Rubin, O. (2023). Self-Esteem in Early Childhood: The Importance of Appearance. Open Journal of Social Sciences, 11(11), 92-104. https://doi.org/10.4236/jss.2023.1111005 Ruiz-Zaldibar, C.; Serrano-Monzó, I.; Lopez-Dicastillo, O.; Pumar-Méndez, M.J.; Iriarte, A.; Bermejo-Martins, E. y Mujika, A. (2021). Parental Self-Efficacy to Promote Children’s Healthy Lifestyles: A Pilot and Feasibility Study. Int. J. Environ. Res. Public Health, 18, 4794. https://doi.org/10.3390/ijerph18094794 Şahin-Kıralp, F. S. y Ummanel, A. (2023). Examination of Preschool Children's Social Emotional Skills & Resilience Levels and Father-Child Communication. Asya Öğretim Dergisi, 11(1st International Positive Schools & Well-Being Congress Special Issue, 92-110. https://doi.org/10.47215/aji.1299889 Salimovna, T. N. (2021). The Role of the Family in the Upbringing of Preschool Children. JournalNX, 7(12), 323-326, https://doi.org/10.17605/OSF.IO/CEV8Y Sanders, M. R., y Woolley, M. L. (2005). The relationship between maternal self‐efficacy and parenting practices: Implications for parent training. Child: care, health and development, 31(1), 65-73. https://doi.org/10.1111/j.1365-2214.2005.00487.x Schapira, R., y Aram, D. (2020). Shared book reading at home and preschoolers’ socio-emotional competence. Early Education and Development, 31(6), 819-837. https://doi.org/10.1080/10409289.2019.1692624 Schuengel, C., y Oosterman, M. (2019). Parenting self-efficacy. En M. Bornstein (Ed.), Handbook of parenting Vol 3: Being and becoming a parent (3rd ed., pp. 654–680). Routledge. Seetharaman, M., Benjamin, A., McGrath, J. M., y Vance, A. J. (2022). Parenting self-efficacy instruments for parents of infants and toddlers: A review. International Journal of Nursing Studies Advances, 4, 100082. Severinsen, L., Stiegler, J. R., Nissen-Lie, H. A., Shahar, B., y Zahl-Olsen, R. (2022). Effectiveness of emotion focused skills training for parents: Study protocol for a randomized controlled trial in specialist mental health care. BMC Psychiatry, 22, Article 453. https://doi.org/10.1186/s12888-022-04084-x Spinrad, T.L., Eisenberg, N. (2019). Emociones prosociales. En: LoBue, V., Pérez-Edgar, K., Buss, K.A. (eds) Manual de Desarrollo Emocional. Springer, Cham. https://doi.org/10.1007/978-3-030-17332-6_1 Trecca, F., Bleses, D., Højen, A., y Laursen, B. (2022). Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children. Acta psychologica, 229, 10367 https://doi.org/10.1016/j.actpsy.2022.103673 Varela, S. P., Castañeda, D., Galindo, M. C., Moreno, A. M., & Salguero, L. P. (2019). Tendencias de investigaciones sobre prácticas de crianza en Latinoamérica. Infancias Imágenes, 18(2). http://doi.org//10.0.56.147/16579089.14442 Vargas, A. E. O., y Tucker, M. S. (2015). Risk factors related to maternal self-efficacy among Mexican women: A comparison between Mexico and the United States of America. Anuario de psicología, 45(1), 25-38. Vergara, L. (2017). Prácticas de crianza en la primera infancia en los Municipios de Riosucio y Manzanares. Revista del Instituto de Estudios de Educación. Universidad del Norte. (27), 22-33. ISNN 2145-9444. Wang, S., Hu, B. Y., LoCasale-Crouch, J., y Li, J. (2021). Supportive parenting and social and behavioral development: Does classroom emotional support moderate? Journal of Applied Developmental Psychology, 77, 101331. https://doi.org/10.1016/j.appdev.2021.101331 Westland, J. C. (2019). Structural equation models. From Paths to Networks. Springer Widyaningrum, T., Wahyuni, S. y Rahma, R. A. (2021). The Effect of Self-Efficacy Parenting on Social-Emotional Intelligence of Early Childhood in Play Group in Suruh District of Trenggalek. Proceedings of the 1st International Conference on Continuing Education and Technology (ICCOET 2021) https://doi.org/10.2991/assehr.k.211101.023 Wittkowski, A., Dowling, H., y Smith, D. M. (2016). Does engaging in a group-based intervention increase parental self-efficacy in parents of preschool children? A systematic review of the current literature. Journal of child and family studies, 25(11), 3173-3191. https://doi.org/10.1007/s10826-016-0464-z Wittkowski, A., Garrett, C., Calam, R., y Weisberg, D. (2017). Self-Report Measures of Parental Self-Efficacy: A Systematic Review of the Current Literature. Journal of child and family studies, 26(11), 2960–2978. https://doi.org/10.1007/s10826-017-0830-5 Yafie, E. (2019). The Effect of Parenting Efficacy on the Social-Emotional Development of Children in B-Class Kindergarten. En Proceedings of the 2nd International Conference on Learning Innovation, Malang, Indonesia (Vol. 8). (ICLI 2018), pages 78-83 Yamaoka, Y., y Bard, D. E. (2019). Positive parenting matters in the face of early adversity. American Journal of Preventive Medicine, 56(4), 530-539. https://doi.org/10.1016/j.amepre.2018.11.018 Yang, H., y Ahn, J. W. (2021). Model setting and interpretation of results in research using structural equation modeling: A checklist with guiding questions for reporting. Asian Nursing Research, 15(3), 157-162. https://doi.org/10.1016/j.anr.2021.06.001 You, J. H., y Bae, S. M. (2024). The moderating effect of parenting efficacy on the relationship between child's temperament and parental depression. Children and Youth Services Review, 157, 107403. https://doi.org/10.1016/j.childyouth.2023.107403 Zinsser, K. M., Gordon, R. A., y Jiang, X. (2021). Parents’ socialization of preschool-aged children's emotion skills: A meta-analysis using an emotion-focused parenting practices framework. Early Childhood Research Quarterly, 55, 377-390. https://doi.org/10.1016/j.ecresq.2021.02.001 Zurdo, M. (2013). Autoeficacia materna percibida y actitud de soporte en la interacción madre-hijo. Concepto, medición y relaciones entre sí. Miscelánea Comillas. Revista de Ciencias Humanas y Sociales, 71(139), 419-444. |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.license.spa.fl_str_mv |
Reconocimiento 4.0 Internacional |
| dc.rights.uri.spa.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
| dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Reconocimiento 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.extent.spa.fl_str_mv |
xiv, 86 páginas |
| dc.format.mimetype.spa.fl_str_mv |
application/pdf |
| dc.publisher.spa.fl_str_mv |
Universidad Nacional de Colombia |
| dc.publisher.program.spa.fl_str_mv |
Bogotá - Ciencias Humanas - Maestría en Psicología |
| dc.publisher.faculty.spa.fl_str_mv |
Facultad de Ciencias Humanas |
| dc.publisher.place.spa.fl_str_mv |
Bogotá, Colombia |
| dc.publisher.branch.spa.fl_str_mv |
Universidad Nacional de Colombia - Sede Bogotá |
| institution |
Universidad Nacional de Colombia |
| bitstream.url.fl_str_mv |
https://repositorio.unal.edu.co/bitstream/unal/87035/2/52376861.2024.pdf https://repositorio.unal.edu.co/bitstream/unal/87035/3/license.txt https://repositorio.unal.edu.co/bitstream/unal/87035/4/52376861.2024.pdf.jpg |
| bitstream.checksum.fl_str_mv |
fd0dc5ab71139d1a3ed5eb507e6bc30f eb34b1cf90b7e1103fc9dfd26be24b4a 9a7ab1b4837b8cada7a3966ef2d1e1d2 |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Institucional Universidad Nacional de Colombia |
| repository.mail.fl_str_mv |
repositorio_nal@unal.edu.co |
| _version_ |
1814090002905169920 |
| spelling |
Reconocimiento 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Aguirre-Dávila, Eduardoffd8f2d30c6a33c35a816e67f481f273Nobles Roldán, Adriana Janethccaf728ddc774c1c9a33637a29b14051Socialización y Crianza2024-10-23T23:36:48Z2024-10-23T23:36:48Z2024-10-21https://repositorio.unal.edu.co/handle/unal/87035Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustraciones, diagramasLa competencia emocional —fundamental en el desarrollo de niños preescolares— se ve influenciada por diversos aspectos de su entorno social y familiar. Entre estos factores, las prácticas de crianza y la autoeficacia materna destacan por su impacto potencial en el desarrollo de estas habilidades. En este contexto, se planteó como propósito explorar esta relación, específicamente cuando la autoeficacia materna actúa como variable mediadora, por lo que, se realizó un estudio transversal, cuantitativo en el que participaron 235 madres y sus hijos, de 4 a 6 años, pertenecientes a cinco colegios distritales de la ciudad de Bogotá. Se administraron cuestionarios auto-informados a las madres y una prueba de competencia emocional a los niños. Los datos recopilados se analizaron utilizando Modelamiento de Ecuaciones Estructurales (SEM); técnica estadística avanzada que permite evaluar las relaciones directas e indirectas entre múltiples variables. Los resultados indicaron una asociación muy significativa entre las prácticas de crianza, específicamente la comunicación, con la autoeficacia materna y la competencia emocional. Lo anterior sugiere que las madres que se consideran más hábiles en la crianza tienden a dialogar más con sus hijos sobre las emociones, facilitando el reconocimiento de situaciones emocionales, además de la comprensión emocional y la regulación; habilidades que favorecen relaciones positivas con sus pares y otros adultos significativos. Además, los resultados corroboraron que la autoeficacia materna potencia la contribución de las prácticas de crianza a la competencia emocional, por lo que, se concluye que es fundamental fortalecer estas habilidades parentales, dado los beneficios para madres e hijos tanto en el corto como en el largo plazo. (Texto tomado de la fuente)Emotional competence—fundamental to preschool children development—is influenced by several aspects of their social and family environment. Among these, parenting practices and maternal self-efficacy stand out for their potential on their development. The purpose of this study was to explore this relationship, specifically when maternal self-efficacy acts as a mediating variable. Therefore, a quantitative, cross-sectional study was conducted in which 235 mothers and their, 4 to 6 years old, children, who belong to 5 district schools from Bogotá participated. Self-reported questionnaires were administered to mothers and an emotional competence test was administered to children. Data collected were analyzed using Structural Equation Modeling (SEM); an advanced statistical technique for reviewing direct and indirect relationships between multiple variables. Results show a highly significant association between parenting practices, specifically communication, with maternal self-efficacy and emotional competence. It suggests that mothers who consider themselves more skilled in parenting tend to talk more with their children about emotions, scaffolding the recognition of emotional situations, as well as emotional understanding and regulation. These skills have been proved to promote positive relationships with peers and other significant adults. Study results confirm that maternal self-efficacy enhances the contribution of parenting practices to emotional competence, so it is concluded that strengthen these parenting skills is essential given the benefits for mothers and children both in the short and long term.MaestríaMagíster en PsicologíaPsicología Socialxiv, 86 páginasapplication/pdfspaUniversidad Nacional de ColombiaBogotá - Ciencias Humanas - Maestría en PsicologíaFacultad de Ciencias HumanasBogotá, ColombiaUniversidad Nacional de Colombia - Sede Bogotá150 - PsicologíaInteligencia EmocionalRegulación EmocionalEmotional IntelligenceEmotional RegulationPrácticas de crianzaCompetencia emocionalAutorregulaciónComprensión emocionalAutoeficacia maternaPreescolaresParenting practicesEmotional competenceSelf-regulationEmotional understandingMaternal self-efficacyPreschoolersPrácticas de crianza, autoeficacia materna y competencia emocional en niños y niñas preescolaresChild-rearing practices, maternal self-efficacy, and emotional competence in preschool childrenTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAdewunmi, O. A., Mabosanyinje, A., y Oyenekan, D. F. (2015). Effect of emotional intelligence, self-efficacy and parental involvement on students’ academic performance: A study on secondary school Students in Abeokuta, Ogun State, Nigeria. European Academic Research, 3(7), 8491-8515.Aguirre-Dávila, E- (2019). Cuestionario de Prácticas de Crianza en Preescolares (CPCP), Versión padres. Bogotá, D.C. Universidad Nacional de Colombia.Aguirre-Dávila, E. (2015). Prácticas de crianza, temperamento y comportamiento prosocial de estudiantes de educación básica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(1), 223-243. https://doi.org/10.11600/1692715x.13113100314Albanese, A. M., Russo, G. R., y Geller, P. A. (2019). The role of parental self‐efficacy in parent and child well‐being: A systematic review of associated outcomes. Child: care, health and development, 45(3), 333-363.Alwaely, S. A., Yousif, N. B. A., y Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early child development and care, 191(16), 2484-2493.Amaya, R. (2008). Parentalidad positiva: educación emocional y en valores desde el ámbito familiar. Mesa Redonda: Educación Emocional y en Valores: Jornada sobre “Familia, escuela y sociedad: el reto de la convivencia”. Madrid: Universidad de Oviedo.Ansar, N., Nissen Lie, H. A., y Stiegler, J. R. (2023). The effects of emotion-focused skills training on parental mental health, emotion regulation and self-efficacy: Mediating processes between parents and children. Psychotherapy research: journal of the Society for Psychotherapy Research, 1–20. Advance online publication. https://doi.org/10.1080/10503307.2023.2218539Arace, A., Prino, L. E., y Scarzello, D. (2021). Emotional competence of early childhood educators and child socio-emotional wellbeing. International journal of environmental research and public health, 18(14), 7633. https://doi.org/10.3390/ijerph18147633Bandura, A. (1997) Self-Efficacy: The Exercise of Control. Freeman, New York.Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.xBaş, T. y Akgün, E. (2023). An examination of mothers’ self-efficacy and their interaction with their children aged 60-72 months. e-Kafkas Journal of Educational Research, 10, 629-XX. https://doi.org/10.30900.kafkasegt.1217141Bergman-Deitcher, D., Aram, D., Khalaily-Shahadi, M., y Dwairy, M. (2021). Promoting preschoolers’ mental-emotional conceptualization and social understanding: A shared book-reading study. Early Education and Development, 32(4), 501-515. https://doi.org/10.1080/10409289.2020.1772662Bocanegra, E. (2007). Las prácticas de crianza entre la Colonia y la Independencia de Colombia: los discursos que las enuncian y las hacen visibles. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 5(1), 201-232.Bohman, B., Rasmussen, F. y Ghaderi, A. (2016). Development and psychometric evaluation of a context-based parental self-efficacy instrument for healthy dietary and physical activity behaviors in preschool children. Int J Behav Nutr Phys Act 13, 110. https://doi.org/10.1186/s12966-016-0438-yBjørk, R. F., Havighurst, S. S., Pons, F., y Karevold, E. B. (2020). Pathways to behavior problems in Norwegian kindergarten children: The role of parent emotion socialization and child emotion understanding. Scandinavian journal of psychology, 61(6), 751-762. https://doi.org/10.1111/sjop.12652Bornstein, M. H. (2012). Cultural approaches to parenting. Parenting: Science and Practice, 12(2-3), 212–221. https://doi.org/10.1080/15295192.2012.683359Bornstein, M. H. (2015). Children's parents. En M. H. Bornstein, T. Leventhal, y R. M. Lerner (Eds.), Handbook of child psychology and developmental science: Ecological settings and processes (vol. 4, pp. 55–132). John Wiley y Sons, Inc.Bornstein, M. H. (2016). Determinants of parenting. Developmental psychopathology: Risk, resilience, and intervention, 4, 180-270. https://doi.org/10.1002/9781119125556.devpsy405Byrne, B. (2016). Structural Equation Modeling with Amos Basic Concepts, Applications, and Programming. Third Edition.Cabrera, N. J., Shannon, J., y Tamis-LeMonda, C. (2007). Fathers' influence on their children's cognitive and emotional development: From toddlers to pre-K. Applied Development Science, 11(4), 208-213. https://doi.org/10.1080/10888690701762100Campbell, S. B., Denham, S. A., Howarth, G. Z., Jones, S. M., Whittaker, J. V., Williford, A. P., Willoughby, M.T., Yudron, M. y Darling-Churchill, K. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 45, 19-41. https://doi.org/10.1016/j.appdev.2016.01.008Capano, Á., y Ubach, A. (2013). Estilos parentales, parentalidad positiva y formación de padres. Ciencias psicológicas, 7(1), 83-95Chen, X., Fu, R., y Yiu, W. Y. V. (2019). Culture and parenting. En M. H. Bornstein (Ed.), Handbook of parenting: Biology and ecology of parenting (vol. 2, pp. 448–473). Routledge/Taylor y Francis Group. https://doi.org/10.4324/9780429401459-14Chen, J., y Nanakida, A. (2023). A Study on the Effect of Parenting Self-efficacy of Parents with Children Aged 3-6 on Parent-child Relationship. Journal for ReAttach Therapy and Developmental Diversities,6(10s), 414-424.Cherry, K. E., y Gerstein, E. D. (2021). Fathering and masculine norms: Implications for the socialization of children's emotion regulation. Journal of Family Theory y Review, 13(2), 149-163. https://doi.org/10.1111/jftr.12411Coleman, P. K., y Karraker, K. H. (1998). Self-efficacy and parenting quality: Findings and future applications. Developmental review,18(1), 47-85. https://doi.org/10.1006/drev.1997.0448Coleman, P. K., y Karraker, K. H. (2000). Parenting self-efficacy among mothers of school-age children: Conceptualization, measurement, and correlates. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 49(1), 13–24. https://doi.org/10.1111/j.1741-3729.2000.00013.xCollie, R. J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87. https://doi.org/10.1177/0165025419851864Corzo, C. T. C. (2006). Las creencias de autoeficacia: un aporte para la formación del docente de inglés. Acción pedagógica, 15(1), 44-54.Cucinella, N., Canale, R., Iannello, N. M., Inguglia, C., y Ingoglia, S. (2022). Maternal parenting stress and preschoolers’ social-emotional competence and behavioural difficulties: A variable-and person-centred approach. Journal of Clinical & Developmental Psychology, 4(1). http://cab.unime.it/journals/index.php/JCDP/indexCuervo-Martínez, Á. (2010). Pautas de crianza y desarrollo socioafectivo en la infancia. Diversitas: Perspectivas en psicología, 6(1), 111-121.Cupani, M. (2012). Análisis de Ecuaciones Estructurales: Conceptos, etapas de desarrollo y un ejemplo de aplicación. Revista Tesis. (1), 186-199.Daniel, E., Madigan, S., & Jenkins, J. (2016). Paternal and maternal warmth and the development of prosociality among preschoolers. Journal of Family Psychology, 30(1), 114. https://psycnet.apa.org/doi/10.1037/fam0000120Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early education and development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4Denham, S. A., Bassett, H. H., y Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40, 137-143. https://doi.org/10.1007/s10643-012-0504-2Denham, S. A., y Bassett, H. H. (2019). Early childhood teachers’ socialization of children’s emotional competence. Journal of Research in Innovative Teaching y Learning, 12(2), 133-150. https://doi.org/10.1108/JRIT-01-2019-0007Denham, S. A., Ji, P., y Hamre, B. (2010). Compendium of Preschool through Elementary School Social-Emotional Learning and Associated Assessment Measures. Collaborative for Academic, Social, and Emotional Learning.Denham, S. A., y Liverette, K. H. (2019). The emotional basis of learning and development in early childhood education. En Handbook of research on the education of young children (pp. 43-64). Routledge.Dix, T., y Moed, A. (2019). Parenting and depression. En M H. Bornstein (Ed.), Handbook of parenting Vol. 4: Social conditions and applied parenting (3rd ed., pp.449–482). RoutledgeDuraccioa, K. M., Zaugg, K. K., Nottingham, K., y Jensen, C. D. (2021). Maternal self-efficacy is associated with mother-child feeding practices in middle childhood. Eating behaviors, 40, 101475. https://doi.org/10.1016/j.eatbeh.2021.101475Escobedo, M. Hernández, J., Estebané, V. y Martínez g. (2016). Modelos de Ecuaciones Estructurales: características, fase, construcción y resultados. Ciencia y Trabajo, 18(55), 16-22. http://dx.doi.org/10.4067/S0718-24492016000100004Fang, Y., Boelens, M., Windhorst, D. A., Raat, H., y van Grieken, A. (2021). Factors associated with parenting self‐efficacy: A systematic review. Journal of Advanced Nursing, 77(6), 2641-2661. https://doi.org/10.1111/jan.14767Frosch, C. A., Schoppe-Sullivan, S. J., y O’Banion, D. D. (2021). Parenting and Child Development: A Relational Health Perspective. American journal of lifestyle medicine, 15(1), 45–59. https://doi.org/10.1177/1559827619849028Garrett‐Peters, P. T., Castro, V. L., y Halberstadt, A. G. (2017). Parents' beliefs about children's emotions, children's emotion understanding, and classroom adjustment in middle childhood. Social Development, 26(3), 575-590. https://doi.org/10.1111/sode.12222Ghati, L. (2017). Influence of Parental Communication on Pre-school Children’s Socio-emotional Development in Ngong Ward in Kenya. African Research Journal of Education and Social Sciences, 4(2), ISSN (online): 2312-0134Gülay, H., y Önder, A. (2013). A study of social–emotional adjustment levels of preschool children in relation to peer relationships. Education 3-13, 41(5), 514-522. https://doi.org/10.1080/03004279.2011.609827Hair, J. F., Hult, G. T. M., Ringle, C. M. y Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). SageHajal, N. J., y Paley, B. (2020). Parental emotion and emotion regulation: A critical target of study for research and intervention to promote child emotion socialization. Developmental Psychology, 56(3), 403. https://doi.org/10.1037/dev0000864Hamovitch, E. K., Acri, M. C., y Bornheimer, L. A. (2019). An analysis of the relationship between parenting self-efficacy, the quality of parenting, and parental and child emotional health. Journal of family social work, 22(4-5), 337-351. https://doi.org/ 10.1080/10522158.2019.1635939Henao, G, y García, M. (2009). Interacción familiar y desarrollo emocional de niños y niñas. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 7(2) 785-802.Heras, D., Cepa, A., y Lara, F. (2016). Desarrollo emocional en la infancia. Un estudio sobre las competencias emocionales de niños y niñas. International Journal of Developmental and Educational Psychology. (1) 67-73.Hollenstein, T., Tighe, A. B., y Lougheed, J. P. (2017). Emotional development in the context of mother–child relationships. Current opinion in psychology, 17, 140-144. https://doi.org/10.1016/j.copsyc.2017.07.010Holley, C. E., y Haycraft, E. (2022). Mothers’ perceptions of self-efficacy and satisfaction with parenting are related to their use of controlling and positive food parenting practices. Maternal & child nutrition, 18(1), e13272. https://doi.org/10.1111/mcn.13272Housman, D.K. (2017). The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach. ICEP 11, 13. https://doi.org/10.1186/s40723-017-0038-6Ibarrola, B. (2011). Cómo educar las emociones de nuestros hijos. Trabajo presentado en la Consejería de Acción Social y Fundación de Ayuda contra la Drogadicción (FAD), abril, 2011. Alicante: España.IBM. (2017). Statistical Package for the Social Sciences (SPSS) (No. 25).IBM. (2019). Analysis of Moment Structures (AMOS) (No. 26).Im, G. W., Jiar, Y. K., y Talib, R. B. (2019). Development of Preschool Social Emotional Inventory for Preschoolers: A Preliminary Study. International Journal of Evaluation and Research in Education, 8(1), 158-164.Infante-Blanco, A., y Martínez-Licona, J. F. (2016). Concepciones sobre la crianza: el pensamiento de madres y padres de familia. Liberabit, Revista Peruana de Psicología. 22(1), 31-41.Inoa, R. (2017). Parental involvement among middle-income Latino parents living in a middle-class community. Hispanic Journal of Behavioral Sciences, 39, 316-335. https://doi.org/10.1177/0739986317714200Johnson, B. D., Berdahl, L. D., Horne, M., Richter, E. A., y Walters, M. G. (2014). A parenting competency model. Parenting, 14(2), 92-120. https://doi.org/10.1080/15295192.2014.914361Jones, D. E., Greenberg, M., y Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American journal of public health, 105(11), 2283-2290. https://doi.org/ 10.2105/AJPH.2015.302630Kang, H., y Ahn, J. W. (2021). Model setting and interpretation of results in research using structural equation modeling: A checklist with guiding questions for reporting. Asian Nursing Research, 15(3), 157-162. https://doi.org/10.1016/j.anr.2021.06.001Kaur, J., y Sharma, A. (2021). Conceptual ECCE happiness framework for preschools: To introduce importance of happiness to promote social and emotional competence in preschool children. SAGE Open, 11(3), 21582440211031873.Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford Press.Leahy-Warren, P., y McCarthy, G. (2011). Maternal parental self-efficacy in the postpartum period. Midwifery, 27(6), 802-810. https://doi.org/10.1016/j.midw.2010.07.008Leerkes, E. M. y Crockenberg, S. C. (2002). The development of maternal self-efficacy and its influence on maternal behavior. Infancy, 3, 227-247. https://doi.org/10.1207/S15327078IN0302_7Leerkes, E. M., y Augustine, M. E. (2019). Parenting and emotions. En M. H. Bornstein (Ed.), Handbook of parenting (3rd ed., pp. 620-653). RoutledgeLéniz-Maturana L, y Vilaseca R, Leiva D. 2022. Maternal self-efficacy and emotional well-being in Chilean adolescent mothers: the relationship with their children’s social-emotional development. PeerJ 10: e13162 https://doi.org/10.7717/peerj.13162Li, S., Tang, Y., y Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, 1065978. https://doi.org/10.3389/fpsyg.2023.1065978Liu, Y. y Leighton, J. P. (2021). Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement. Frontiers in education, 6, 657722. https://doi.org/10.3389/feduc.2021.657722Losada, A. y Marmo, J. (2022). Clasificación de Métodos de investigación en Psicología. PSICOLOGÍA UNEMI, 6(11), 13-31. https://doi.org/10.29076/issn.2602-8379vol6iss11.2022pp13-31pLuo, L., Reichow, B., Snyder, P., Harrington, J., y Polignano, J. (2022). Systematic review and meta-analysis of classroom-wide social–emotional interventions for preschool children. Topics in Early Childhood Special Education, 42(1), 4-19.Maccoby, E. E., y Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. En P.H. Mussen (Ed. de la serie) y E. M. Hetherington (Ed. vol.), Handbook of child psychology: Socialization, personality, and social development (4th ed., Vol. 4, pp. 1-101). Wiley.Márquez-Cervantes, M.C. y Gaeta-González, M.L. (2017). Desarrollo de competencias emocionales en pre-adolescentes: el papel de padres y docentes. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(2), 221-235.Martínez González, R. A., Iglesias García, M. T., y Pérez Herrero, M. D. H. (2021). Validación de la escala de competencias parentales emocionales y sociales para madres (ECPES-M). Pedagogía Social. https://doi.org/10.7179/PSRI_2021.37.04Martínez-González, R. A., Rodríguez-Ruiz, B., Álvarez-Blanco, L., y Becedóniz-Vázquez, C. (2016). Evidence in promoting positive parenting through the Program-Guide to Develop Emotional Competences. Psychosocial intervention, 25(2), 111-117. https://doi.org/10.1016/j.psi.2016.04.001Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M. y Grazzani, I. (2022). Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: parent and teacher evaluations. Frontiers in Psychology, 12, 6403. https://doi.org/10.3389/fpsyg.2021.760782Mira, A., y Núñez, L. V. (2017). Control Esforzado: Componente regulatorio del temperamento y sus implicancias en el desarrollo socio emocional de los niños. Revista Chilena de Neuropsicología, 12(1), 24-28.Moed, A., Dix, T., Anderson, E. R., and Greene, S. M. (2017). Expressing negative emotions to children: Mothers’ aversion sensitivity and children’s adjustment. Journal of Family Psychology, 31, 224-233. https://doi.org/10.1037/fam0000239Morales, M., y Aguirre, E. (2018). Involucramiento parental basado en el hogar y desempeño académico en la adolescencia. Revista Colombiana de Psicología, 27, 137-160. https://doi.org/10.15446/ rcp. v27n2.66212Morales-Castillo, M., Aguirre-Dávila, E., y Durán-Urrea, L. (2019). Los contenidos de la formación parental y sus implicaciones en el comportamiento de los adolescentes: elementos desde una revisión. Saúde e Sociedade, 28, 224-238.Morris, A. S., Criss, M. M., Silk, J. S., y Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child development perspectives, 11(4), 233-238. https://doi.org/10.1111/cdep.12238Mortazavizadeh, Z., Göllner, L., y Forstmeier, S. (2022). Emotional competence, attachment, and parenting styles in children and parents. Psicologia: Reflexão e Crítica, 35.Mouton, B., Loop, L., Stiévenart, M., y Roskam, I. (2018). Confident Parents for Easier Children: A Parental Self-Efficacy Program to Improve Young Children’s Behavior. Education Sciences, 8(3), 134. MDPI AG. https://dx.doi.org/10.3390/educsci8030134Ndengeyingoma, A., Jacob, M.H., Beaulieu-Kratchanov, V. et al. (2022). Parenting Competencies Supporting the Development of Social and Emotional Skills of Children—a Scoping Review. Trends in Psychol. https://doi.org/10.1007/s43076-022-00194-3Ockey, G. J., y Choi, I. (2015). Structural equation modeling reporting practices for language assessment. Language Assessment Quarterly, 12(3), 305-319. https://doi.org/10.1080/15434303.2015.1050101Olhaberry, M., y Sieverson, C. (2022). Desarrollo socio-emocional temprano y regulación emocional. Revista Médica Clínica Las Condes, 33(4), 358-366. https://doi.org/10.1016/j.rmclc.2022.06.002Oros, L. B. y Vargas, J. (2012). Fortalecimiento emocional de las familias en situación de pobreza: una propuesta de intervención desde el contexto escolar. Suma Psicológica, 19 (1), 69-80.Orozco, A. E. (2017). Aculturación, involucramiento parental y autoeficacia materna: Un estudio cualitativo con mujeres latinoamericanas en los Estados Unidos. Interdisciplinaria, 35(1), 87-104.Parekh, N., Henriksson, P., Delisle-Nyström, C., Silfvernagel, K., Ruiz, J. R., Ortega, F. B., Pomeroy, J. y Löf, M. (2018). Associations of parental self-efficacy with diet, physical activity, body composition, and cardiorespiratory fitness in Swedish preschoolers: results from the MINISTOP trial. Health Education y Behavior, 45(2), 238-246. https://doi.org/10.1177/1090198117714019Peña-Julca, M. L. (2021). La educación emocional en niños del nivel preescolar: una revisión sistemática. TecnoHumanismo, 1(11), 1-21.Pinta, S., Pozo, M., Yépez, E., Cabascango, K., y de los Ángeles Carpio, M. (2019). Primera infancia: estudio relacional de estilos de crianza y desarrollo de competencias emocionales. CienciAmérica: Revista de divulgación científica de la Universidad Tecnológica Indoamérica, 8(2), 171-188.Prinzie, P., de Haan, A., and Belsky, J. (2019). Personality and parenting. In M. H. Bornstein (Ed.), Handbook of Parenting Vol. 3: Being and becoming a parent (3rd ed., pp. 797–822). RoutledgePuspasari, J., Rachmawati, I. N., y Budiati, T. (2018). Family support and maternal self-efficacy of adolescent mothers. Enfermeria Clinica, 28, 227-231. https://doi.org/10.1016/S1130-8621(18)30073-1Rademacher, A., y Koglin, U. (2018). The concept of self-regulation and preschoolers’ social-emotional development: A systematic review. Early Child Development and Care. https://doi.org/10.1080/03004430.2018.1450251Rogers, M. L., Halberstadt, A. G., Castro, V. L., MacCormack, J. K., y Garrett-Peters, P. (2016). Maternal emotion socialization differentially predicts third-grade children’s emotion regulation and lability. Emotion, 16(2), 280–291. https://doi.org/10.1037/emo0000142Rubin, O. (2023). Self-Esteem in Early Childhood: The Importance of Appearance. Open Journal of Social Sciences, 11(11), 92-104. https://doi.org/10.4236/jss.2023.1111005Ruiz-Zaldibar, C.; Serrano-Monzó, I.; Lopez-Dicastillo, O.; Pumar-Méndez, M.J.; Iriarte, A.; Bermejo-Martins, E. y Mujika, A. (2021). Parental Self-Efficacy to Promote Children’s Healthy Lifestyles: A Pilot and Feasibility Study. Int. J. Environ. Res. Public Health, 18, 4794. https://doi.org/10.3390/ijerph18094794Şahin-Kıralp, F. S. y Ummanel, A. (2023). Examination of Preschool Children's Social Emotional Skills & Resilience Levels and Father-Child Communication. Asya Öğretim Dergisi, 11(1st International Positive Schools & Well-Being Congress Special Issue, 92-110. https://doi.org/10.47215/aji.1299889Salimovna, T. N. (2021). The Role of the Family in the Upbringing of Preschool Children. JournalNX, 7(12), 323-326, https://doi.org/10.17605/OSF.IO/CEV8YSanders, M. R., y Woolley, M. L. (2005). The relationship between maternal self‐efficacy and parenting practices: Implications for parent training. Child: care, health and development, 31(1), 65-73. https://doi.org/10.1111/j.1365-2214.2005.00487.xSchapira, R., y Aram, D. (2020). Shared book reading at home and preschoolers’ socio-emotional competence. Early Education and Development, 31(6), 819-837. https://doi.org/10.1080/10409289.2019.1692624Schuengel, C., y Oosterman, M. (2019). Parenting self-efficacy. En M. Bornstein (Ed.), Handbook of parenting Vol 3: Being and becoming a parent (3rd ed., pp. 654–680). Routledge.Seetharaman, M., Benjamin, A., McGrath, J. M., y Vance, A. J. (2022). Parenting self-efficacy instruments for parents of infants and toddlers: A review. International Journal of Nursing Studies Advances, 4, 100082.Severinsen, L., Stiegler, J. R., Nissen-Lie, H. A., Shahar, B., y Zahl-Olsen, R. (2022). Effectiveness of emotion focused skills training for parents: Study protocol for a randomized controlled trial in specialist mental health care. BMC Psychiatry, 22, Article 453. https://doi.org/10.1186/s12888-022-04084-xSpinrad, T.L., Eisenberg, N. (2019). Emociones prosociales. En: LoBue, V., Pérez-Edgar, K., Buss, K.A. (eds) Manual de Desarrollo Emocional. Springer, Cham. https://doi.org/10.1007/978-3-030-17332-6_1Trecca, F., Bleses, D., Højen, A., y Laursen, B. (2022). Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children. Acta psychologica, 229, 10367 https://doi.org/10.1016/j.actpsy.2022.103673Varela, S. P., Castañeda, D., Galindo, M. C., Moreno, A. M., & Salguero, L. P. (2019). Tendencias de investigaciones sobre prácticas de crianza en Latinoamérica. Infancias Imágenes, 18(2). http://doi.org//10.0.56.147/16579089.14442Vargas, A. E. O., y Tucker, M. S. (2015). Risk factors related to maternal self-efficacy among Mexican women: A comparison between Mexico and the United States of America. Anuario de psicología, 45(1), 25-38.Vergara, L. (2017). Prácticas de crianza en la primera infancia en los Municipios de Riosucio y Manzanares. Revista del Instituto de Estudios de Educación. Universidad del Norte. (27), 22-33. ISNN 2145-9444.Wang, S., Hu, B. Y., LoCasale-Crouch, J., y Li, J. (2021). Supportive parenting and social and behavioral development: Does classroom emotional support moderate? Journal of Applied Developmental Psychology, 77, 101331. https://doi.org/10.1016/j.appdev.2021.101331Westland, J. C. (2019). Structural equation models. From Paths to Networks. SpringerWidyaningrum, T., Wahyuni, S. y Rahma, R. A. (2021). The Effect of Self-Efficacy Parenting on Social-Emotional Intelligence of Early Childhood in Play Group in Suruh District of Trenggalek. Proceedings of the 1st International Conference on Continuing Education and Technology (ICCOET 2021) https://doi.org/10.2991/assehr.k.211101.023Wittkowski, A., Dowling, H., y Smith, D. M. (2016). Does engaging in a group-based intervention increase parental self-efficacy in parents of preschool children? A systematic review of the current literature. Journal of child and family studies, 25(11), 3173-3191. https://doi.org/10.1007/s10826-016-0464-zWittkowski, A., Garrett, C., Calam, R., y Weisberg, D. (2017). Self-Report Measures of Parental Self-Efficacy: A Systematic Review of the Current Literature. Journal of child and family studies, 26(11), 2960–2978. https://doi.org/10.1007/s10826-017-0830-5Yafie, E. (2019). The Effect of Parenting Efficacy on the Social-Emotional Development of Children in B-Class Kindergarten. En Proceedings of the 2nd International Conference on Learning Innovation, Malang, Indonesia (Vol. 8). (ICLI 2018), pages 78-83Yamaoka, Y., y Bard, D. E. (2019). Positive parenting matters in the face of early adversity. American Journal of Preventive Medicine, 56(4), 530-539. https://doi.org/10.1016/j.amepre.2018.11.018Yang, H., y Ahn, J. W. (2021). Model setting and interpretation of results in research using structural equation modeling: A checklist with guiding questions for reporting. Asian Nursing Research, 15(3), 157-162. https://doi.org/10.1016/j.anr.2021.06.001You, J. H., y Bae, S. M. (2024). The moderating effect of parenting efficacy on the relationship between child's temperament and parental depression. Children and Youth Services Review, 157, 107403. https://doi.org/10.1016/j.childyouth.2023.107403Zinsser, K. M., Gordon, R. A., y Jiang, X. (2021). Parents’ socialization of preschool-aged children's emotion skills: A meta-analysis using an emotion-focused parenting practices framework. Early Childhood Research Quarterly, 55, 377-390. https://doi.org/10.1016/j.ecresq.2021.02.001Zurdo, M. (2013). Autoeficacia materna percibida y actitud de soporte en la interacción madre-hijo. Concepto, medición y relaciones entre sí. Miscelánea Comillas. Revista de Ciencias Humanas y Sociales, 71(139), 419-444.EstudiantesInvestigadoresMaestrosPadres y familiasPúblico generalORIGINAL52376861.2024.pdf52376861.2024.pdfTesis de Maestría en Psicologíaapplication/pdf3829099https://repositorio.unal.edu.co/bitstream/unal/87035/2/52376861.2024.pdffd0dc5ab71139d1a3ed5eb507e6bc30fMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-85879https://repositorio.unal.edu.co/bitstream/unal/87035/3/license.txteb34b1cf90b7e1103fc9dfd26be24b4aMD53THUMBNAIL52376861.2024.pdf.jpg52376861.2024.pdf.jpgGenerated Thumbnailimage/jpeg4765https://repositorio.unal.edu.co/bitstream/unal/87035/4/52376861.2024.pdf.jpg9a7ab1b4837b8cada7a3966ef2d1e1d2MD54unal/87035oai:repositorio.unal.edu.co:unal/870352024-10-23 23:48:30.861Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.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 |