16 results on '"Morales, María-Francisca"'
Search Results
2. An examination of behavioural and emotional problems in children exposed prenatally to the 27F Chilean earthquake: findings from the ELPI cohort
- Author
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Morales, María Francisca, Girard, Lisa-Christine, Sawrikar, Vilas, and MacBeth, Angus
- Published
- 2023
- Full Text
- View/download PDF
Catalog
3. Multi-Trajectories of Conduct Problems, Hyperactivity/Inattention, and Peer Problems Across Childhood: Results from the Growing Up in Scotland Birth Cohort
- Author
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Morales, María Francisca, MacBeth, Angus, Swartzman, Samantha, and Girard, Lisa-Christine
- Published
- 2023
- Full Text
- View/download PDF
4. The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort
- Author
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Morales, María Francisca, Farkas, Chamarrita, Aristotelous, Eleanor, and MacBeth, Angus
- Published
- 2021
- Full Text
- View/download PDF
5. Kindergarten children’s math anxiety and its relationship with mathematical performance ( Ansiedad matemática en niños y niñas de kínder y su relación con el rendimiento matemático )
- Author
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del-Río, María-Francisca, primary, Susperreguy, María-Inés, additional, Morales, María-Francisca, additional, Peake, Christian, additional, and Angulo, Macarena, additional
- Published
- 2023
- Full Text
- View/download PDF
6. Developmental trajectories of aggression, hyperactivity/inattention, and anxious depressed mood: co-occurring problems within a chilean context
- Author
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Morales, María Francisca, primary, MacBeth, Angus, additional, Nagin, Daniel, additional, and Girard, Lisa-Christine, additional
- Published
- 2023
- Full Text
- View/download PDF
7. The association of different presentations of maternal depression with children’s socio-emotional development: A systematic review
- Author
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Morales, María Francisca, primary, Girard, Lisa-Christine, additional, Raouna, Aigli, additional, and MacBeth, Angus, additional
- Published
- 2023
- Full Text
- View/download PDF
8. Math anxiety in preschool children: Associations with family factors within a Chilean sample
- Author
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Río, M. Francisca Del, Susperreguy, María Inés, and Morales, María Francisca
- Subjects
Early Childhood Education ,Educational Psychology ,Education - Abstract
It is well understood that math skills developed throughout childhood are indicative of a wide range of positive outcomes, including later math achievement and general academic attainment (Claessens & Engel, 2013; Davies-Kean et al., 2022; Lyons et al., 2014; Nguyen et al., 2016; Watts et al., 2014), professional success (Liu & Fernandez, 2018), and higher socioeconomic status (SES) (Ritchie & Bates, 2013). Given these long-lasting beneficial effects, there has been a growing interest over the last years to better understand individual mechanisms that influence different outcomes in early math skills (e.g., Dowker et al., 2016; Nogues & Dorneles, 2021), where factors such as family SES, gender, and country of residence have been found to impact math achievement. Specifically, children from lower socioeconomic backgrounds, particularly girls, have been associated with poorer math attainments (Bachman et al., 2022; Reilly et al., 2015). Notably, these differences seem to be of major importance in Latin American countries, such as Chile, where standardised math assessments have revealed that over half of Chilean students fail to achieve expected results by age (Organisation for Economic Co-operation and Development, 2010, 2014). Additionally, Chile has been described as a country with one of the largest gender gaps in math skills. For instance, based on the international PISA mathematics assessment, Chile is in the top six countries showing the highest gender gap, with boys scoring significantly higher than girls (OECD, 2015). Therefore, it is necessary to delve deeper into understanding the underlying mechanisms that explain these developmental differences, particularly in regions where math skills are lagging, and gender gaps are more pronounced. Improvements in the area can help to target children who need greater support from early developmental stages and ensure equal opportunities to succeed in academic and life outcomes. Potential mechanisms to explain individual differences in math skills across childhood include a range of emotional, motivational, cognitive, and contextual factors, all of them frequently called non-academic factors (del Río et al., 2019). Among these, children’s math anxiety stands out as an important emotional mechanism, particularly for girls from lower SES (Dowker et al., 2016). Math anxiety can hinder mathematical learning and performance by avoidance of math-related activities or overload working memory during math tasks, leading to difficulties in retaining and applying mathematical concepts (Dowker et al., 2016). Accordingly, children’s math anxiety has been associated with unfavourable math outcomes, including lower mathematical reasoning and numerical operations (Cipora et al., 2022; Maloney et al., 2011; Primi et al., 2020; Wu et al., 2012). Moreover, math anxiety is associated with additional mechanisms involved in acquiring math skills, including motivational (e.g., math self-concept) and cognitive (e.g., executive functions) mechanisms, highlighting the interconnected role of different developmental areas in math achievement (Ahmed et al., 2012; Justicia‐Galiano et al., 2017; Pellizzoni et al., 2022). Furthermore, in addition to mechanisms detected at the child level, several contextual factors, mainly at the family level, have been described as important for children’s math skills. For example, maternal math anxiety, math fluency, and home math interactions (del Río et al., 2017; Mutaf-Yıldız et al., 2020; Susperreguy et al., 2020) are associated with children’s math achievement, potentially through the indirect effect of children’s emotional, motivational, and cognitive mechanisms. Overall, research to date has helped to gain a better understanding of the role of non-academic factors in explaining individual differences in math skills. Nevertheless, a substantial limitation is that most have explored children from primary or secondary school levels, and their findings may not translate to preschool children. Still, the preschool stage is a sensitive period to develop early math skills, and better comprehension of children’s and family antecedents at this stage may enhance early educational strategies to improve math skills, particularly for children who need more support. Therefore, given the scarcity of research in the field before children enter formal education (before six years old), the current project aims to extend the knowledge of the development of math skills by exploring individual differences associated with emotional (i.e., math anxiety), motivational (i.e., math self-concept), and cognitive (i.e., working memory, inhibitory control) mechanisms, along with child (i.e., sex) and family factors (i.e., maternal math anxiety, math fluency, home math activities) in preschool children from medium-low SES in Chile. Aim: To examine the concurrent associations between family factors (i.e., maternal math anxiety, maternal math fluency, home math activities) with children’s math anxiety, math self-concept, and math skills in kindergarten children from medium-low SES. more...
- Published
- 2023
- Full Text
- View/download PDF
9. Cognitive, emotional, and motivational mechanisms associated with children’s early math skills
- Author
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Susperreguy, María Inés, Morales, María Francisca, and Río, M. Francisca Del
- Published
- 2023
- Full Text
- View/download PDF
10. Family effects on children’s math anxiety: Exploring emotional, motivational, and cognitive mediating pathways
- Author
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Río, M. Francisca Del, Susperreguy, María Inés, and Morales, María Francisca
- Subjects
Educational Psychology ,Early Childhood Education ,Science and Mathematics Education ,Education - Abstract
It is well understood that math skills developed throughout childhood are indicative of a wide range of positive outcomes, including later math achievement and general academic attainment (Claessens & Engel, 2013; Davies-Kean et al., 2022; Lyons et al., 2014; Nguyen et al., 2016; Watts et al., 2014), professional success (Liu & Fernandez, 2018), and higher socioeconomic status (SES) (Ritchie & Bates, 2013). Given these long-lasting beneficial effects, there has been a growing interest over the last years to better understand individual mechanisms that influence different outcomes in early math skills (e.g., Dowker et al., 2016; Nogues & Dorneles, 2021), where factors such as family SES, gender, and country of residence have been found to impact math achievement. Specifically, children from lower socioeconomic backgrounds, particularly girls, have been associated with poorer math attainments (Bachman et al., 2022; Reilly et al., 2015). Notably, these differences seem to be of major importance in Latin American countries, such as Chile, where standardised math assessments have revealed that over half of Chilean students fail to achieve expected results by age (Organisation for Economic Co-operation and Development, 2010, 2014). Additionally, Chile has been described as a country with one of the largest gender gaps in math skills. For instance, based on the international PISA mathematics assessment, Chile is in the top six countries showing the highest gender gap, with boys scoring significantly higher than girls (OECD, 2015). Therefore, it is necessary to delve deeper into understanding the underlying mechanisms that explain these developmental differences, particularly in regions where math skills are lagging, and gender gaps are more pronounced. Improvements in the area can help to target children who need greater support from early developmental stages and ensure equal opportunities to succeed in academic and life outcomes. Potential mechanisms to explain individual differences in math skills across childhood include a range of emotional, motivational, cognitive, and contextual factors, all of them frequently called non-academic factors (del Río et al., 2019). Among these, children’s math anxiety stands out as an important emotional mechanism, particularly for girls from lower SES (Dowker et al., 2016). Math anxiety can hinder mathematical learning and performance by avoidance of math-related activities or overload working memory during math tasks, leading to difficulties in retaining and applying mathematical concepts (Dowker et al., 2016). Accordingly, children’s math anxiety has been associated with unfavourable math outcomes, including lower mathematical reasoning and numerical operations (Cipora et al., 2022; Maloney et al., 2011; Primi et al., 2020; Wu et al., 2012). Moreover, math anxiety is associated with additional mechanisms involved in acquiring math skills, including motivational (e.g., math self-concept) and cognitive (e.g., executive functions) mechanisms, highlighting the interconnected role of different developmental areas in math achievement (Ahmed et al., 2012; Justicia‐Galiano et al., 2017; Pellizzoni et al., 2022). Furthermore, in addition to mechanisms detected at the child level, several contextual factors, mainly at the family level, have been described as important for children’s math skills. For example, maternal math anxiety, math fluency, and home math interactions (del Río et al., 2017; Mutaf-Yıldız et al., 2020; Susperreguy et al., 2020) are associated with children’s math achievement, potentially through the indirect effect of children’s emotional, motivational, and cognitive mechanisms. Overall, research to date has helped to gain a better understanding of the role of non-academic factors in explaining individual differences in math skills. Nevertheless, a substantial limitation is that most have explored children from primary or secondary school levels, and their findings may not translate to preschool children. Still, the preschool stage is a sensitive period to develop early math skills, and better comprehension of children’s and family antecedents at this stage may enhance early educational strategies to improve math skills, particularly for children who need more support. Therefore, given the scarcity of research in the field before children enter formal education (before six years old), the current project aims to extend the knowledge of the development of math skills by exploring individual differences and longitudinal trajectories associated with emotional (i.e., math anxiety), motivational (i.e., math self-concept), and cognitive (i.e., working memory, inhibitory control) mechanisms, along with child (i.e., sex) and family factors (i.e., maternal math anxiety, math fluency, home math activities) in preschool children from medium-low SES in Chile. Aims: A1: To investigate direct effects of family factors (i.e., maternal math anxiety, math fluency, and home math activities) (T1) on children’s math and language skills in kindergarten (T1). A2: To explore the effects of family factors on children’s math and language skills in kindergarten (T1) through the mediating roles of children’s emotional (i.e., math anxiety), motivational (i.e., math self-concept), and cognitive (i.e., working memory, inhibitory control) mechanisms (T1). A3: To investigate direct effects of family factors (i.e., maternal math anxiety, math fluency, and home math activities) (T1) on children’s math and language skills in the first primary school academic year (i.e., 1st grade) (T2). A4: To explore the effects of family factors (T1) on children’s math and language skills in the first primary school academic year (i.e., 1st grade) (T2) through the mediating roles of children’s emotional (i.e., math anxiety), motivational (i.e., math self-concept), and cognitive (i.e., working memory, inhibitory control) mechanisms (T2). A5: To investigate if direct and indirect effects of family factors on children’s math and language skills in kindergarten and the first primary school academic year (i.e., 1st grade) are different according to children’s gender. more...
- Published
- 2023
- Full Text
- View/download PDF
11. Children’s math skills, math anxiety, and math self-concept: Exploring joint trajectories within a Chilean sample
- Author
-
Susperreguy, María Inés, Morales, María Francisca, and Río, M. Francisca Del
- Subjects
Educational Psychology ,Early Childhood Education ,Science and Mathematics Education ,Education - Abstract
It is well understood that math skills developed throughout childhood are indicative of a wide range of positive outcomes, including later math achievement and general academic attainment (Claessens & Engel, 2013; Davies-Kean et al., 2022; Lyons et al., 2014; Nguyen et al., 2016; Watts et al., 2014), professional success (Liu & Fernandez, 2018), and higher socioeconomic status (SES) (Ritchie & Bates, 2013). Given these long-lasting beneficial effects, there has been a growing interest over the last years to better understand individual mechanisms that influence different outcomes in early math skills (e.g., Dowker et al., 2016; Nogues & Dorneles, 2021), where factors such as family SES, gender, and country of residence have been found to impact math achievement. Specifically, children from lower socioeconomic backgrounds, particularly girls, have been associated with poorer math attainments (Bachman et al., 2022; Reilly et al., 2015). Notably, these differences seem to be of major importance in Latin American countries, such as Chile, where standardised math assessments have revealed that over half of Chilean students fail to achieve expected results by age (Organisation for Economic Co-operation and Development, 2010, 2014). Additionally, Chile has been described as a country with one of the largest gender gaps in math skills. For instance, based on the international PISA mathematics assessment, Chile is in the top six countries showing the highest gender gap, with boys scoring significantly higher than girls (OECD, 2015). Therefore, it is necessary to delve deeper into understanding the underlying mechanisms that explain these developmental differences, particularly in regions where math skills are lagging, and gender gaps are more pronounced. Improvements in the area can help to target children who need greater support from early developmental stages and ensure equal opportunities to succeed in academic and life outcomes. Potential mechanisms to explain individual differences in math skills across childhood include a range of emotional, motivational, cognitive, and contextual factors, all of them frequently called non-academic factors (del Río et al., 2019). Among these, children’s math anxiety stands out as an important emotional mechanism, particularly for girls from lower SES (Dowker et al., 2016). Math anxiety can hinder mathematical learning and performance by avoidance of math-related activities or overload working memory during math tasks, leading to difficulties in retaining and applying mathematical concepts (Dowker et al., 2016). Accordingly, children’s math anxiety has been associated with unfavourable math outcomes, including lower mathematical reasoning and numerical operations (Cipora et al., 2022; Maloney et al., 2011; Primi et al., 2020; Wu et al., 2012). Moreover, math anxiety is associated with additional mechanisms involved in acquiring math skills, including motivational (e.g., math self-concept) and cognitive (e.g., executive functions) mechanisms, highlighting the interconnected role of different developmental areas in math achievement (Ahmed et al., 2012; Justicia‐Galiano et al., 2017; Pellizzoni et al., 2022). Furthermore, in addition to mechanisms detected at the child level, several contextual factors, mainly at the family level, have been described as important for children’s math skills. For example, maternal math anxiety, math fluency, and home math interactions (del Río et al., 2017; Mutaf-Yıldız et al., 2020; Susperreguy et al., 2020) are associated with children’s math achievement, potentially through the indirect effect of children’s emotional, motivational, and cognitive mechanisms. Overall, research to date has helped to gain a better understanding of the role of non-academic factors in explaining individual differences in math skills. Nevertheless, a substantial limitation is that most have explored children from primary or secondary school levels, and their findings may not translate to preschool children. Still, the preschool stage is a sensitive period to develop early math skills, and better comprehension of children’s and family antecedents at this stage may enhance early educational strategies to improve math skills, particularly for children who need more support. Therefore, given the scarcity of research in the field before children enter formal education (before six years old), the current project aims to extend the knowledge of the development of math skills by exploring individual differences and longitudinal trajectories associated with emotional (i.e., math anxiety), motivational (i.e., math self-concept), and cognitive (i.e., working memory, inhibitory control) mechanisms, along with child (i.e., sex) and family factors (i.e., maternal math anxiety, math fluency, home math activities) in preschool children from medium-low SES in Chile. Aims: A1: To explore longitudinal joint trajectories of math skills, math anxiety, and math self-concept from kindergarten to the 1st grade in a Chilean sample of children from medium-low SES. A2: To examine factors associated with group membership (i.e., child sex, executive functions, maternal anxiety, maternal math fluency, home math activities). more...
- Published
- 2023
- Full Text
- View/download PDF
12. Assessing math anxiety in preschool children: Psychometric properties in a Chilean sample
- Author
-
Río, M. Francisca Del, Susperreguy, María Inés, and Morales, María Francisca
- Subjects
Educational Psychology ,Early Childhood Education ,Science and Mathematics Education ,Education - Abstract
It is well understood that math skills developed throughout childhood are indicative of a wide range of positive outcomes, including later math achievement and general academic attainment (Claessens & Engel, 2013; Davies-Kean et al., 2022; Lyons et al., 2014; Nguyen et al., 2016; Watts et al., 2014), professional success (Liu & Fernandez, 2018), and higher socioeconomic status (SES) (Ritchie & Bates, 2013). Given these long-lasting beneficial effects, there has been a growing interest over the last years to better understand individual mechanisms that influence different outcomes in early math skills (e.g., Dowker et al., 2016; Nogues & Dorneles, 2021), where factors such as family SES, gender, and country of residence have been found to impact math achievement. Specifically, children from lower socioeconomic backgrounds, particularly girls, have been associated with poorer math attainments (Bachman et al., 2022; Reilly et al., 2015). Notably, these differences seem to be of major importance in Latin American countries, such as Chile, where standardised math assessments have revealed that over half of Chilean students fail to achieve expected results by age (Organisation for Economic Co-operation and Development, 2010, 2014). Additionally, Chile has been described as a country with one of the largest gender gaps in math skills. For instance, based on the international PISA mathematics assessment, Chile is in the top six countries showing the highest gender gap, with boys scoring significantly higher than girls (OECD, 2015). Therefore, it is necessary to delve deeper into understanding the underlying mechanisms that explain these developmental differences, particularly in regions where math skills are lagging, and gender gaps are more pronounced. Improvements in the area can help to target children who need greater support from early developmental stages and ensure equal opportunities to succeed in academic and life outcomes. Potential mechanisms to explain individual differences in math skills across childhood include a range of emotional, motivational, cognitive, and contextual factors, all of them frequently called non-academic factors (del Río et al., 2019). Among these, children’s math anxiety stands out as an important emotional mechanism, particularly for girls from lower SES (Dowker et al., 2016). Math anxiety can hinder mathematical learning and performance by avoidance of math-related activities or overload working memory during math tasks, leading to difficulties in retaining and applying mathematical concepts (Dowker et al., 2016). Accordingly, children’s math anxiety has been associated with unfavourable math outcomes, including lower mathematical reasoning and numerical operations (Cipora et al., 2022; Maloney et al., 2011; Primi et al., 2020; Wu et al., 2012). Moreover, math anxiety is associated with additional mechanisms involved in acquiring math skills, including motivational (e.g., math self-concept) and cognitive (e.g., executive functions) mechanisms, highlighting the interconnected role of different developmental areas in math achievement (Ahmed et al., 2012; Justicia‐Galiano et al., 2017; Pellizzoni et al., 2022). Furthermore, in addition to mechanisms detected at the child level, several contextual factors, mainly at the family level, have been described as important for children’s math skills. For example, maternal math anxiety, math fluency, and home math interactions (del Río et al., 2017; Mutaf-Yıldız et al., 2020; Susperreguy et al., 2020) are associated with children’s math achievement, potentially through the indirect effect of children’s emotional, motivational, and cognitive mechanisms. Overall, research to date has helped to gain a better understanding of the role of non-academic factors in explaining individual differences in math skills. Nevertheless, a substantial limitation is that most have explored children from primary or secondary school levels, and their findings may not translate to preschool children. Still, the preschool stage is a sensitive period to develop early math skills, and better comprehension of children’s and family antecedents at this stage may enhance early educational strategies to improve math skills, particularly for children who need more support. Therefore, given the scarcity of research in the field before children enter formal education (before six years old), the current project aims to extend the knowledge of the development of math skills by exploring emotional (i.e., math anxiety), motivational (i.e., math self-concept), and cognitive (i.e., working memory, inhibitory control) mechanisms in preschool children from medium-low SES in Chile. A1: To explore the internal structure of an adapted scale for measuring math anxiety in preschool children by testing the best-fitting factor structure using a sample of preschool children from medium-low SES in Chile. A2: To examine the internal structure’s reliability of the adapted scale for measuring math anxiety in preschool children using a sample of preschool children from medium-low SES in Chile. A3: To explore if the adapted scale for measuring math anxiety in preschool children has gender invariance using a sample of preschool children from medium-low SES in Chile. A4: To explore associations between children’s math anxiety, math achievement, executive functions, and math self-concept. more...
- Published
- 2023
- Full Text
- View/download PDF
13. Multi-Trajectories of Conduct Problems, Hyperactivity/Inattention, and Peer Problems Across Childhood: Results from the Growing Up in Scotland Birth Cohort
- Author
-
Morales, María Francisca, primary, MacBeth, Angus, additional, Swartzman, Samantha, additional, and Girard, Lisa-Christine, additional
- Published
- 2022
- Full Text
- View/download PDF
14. La restauración del arca santa a cargo de Manuel Gómez-Moreno (1934)
- Author
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González Martín del Río, Emilia, Soto Morales, María Francisca, González Martín del Río, Emilia, and Soto Morales, María Francisca
- Abstract
This paper collects the information exposed in the homonymous presentation carried out within the framework of the VI Conference on Medieval Archaeology. The restoration performed by Manuel Gómez-Moreno in the Holy Ark in 1934 is studied through the written sources, verified with the observations made during the com-plete disassembly of the piece during its restoration executed in 2017., En este artículo recogemos la información expuesta en la ponencia homónima que realizamos en el marco de las VI Jornadas de Arqueología Medieval. Se realiza un análisis de la intervención de Manuel Gómez-Moreno en el Arca Santa en 1934 a partir de las fuentes escritas, comprobadas con las observaciones que permitió el desmontaje completo de la pieza en la restauración de la pieza llevada a cabo en 2017 more...
- Published
- 2022
15. Systematic Review on the Impact of Different Presentations of Maternal Depression on Children's Socio-Emotional Development
- Author
-
Morales, María Francisca, primary, Girard, Lisa-Christine, primary, Raouna, Aigli, primary, and MacBeth, Angus, primary
- Published
- 2020
- Full Text
- View/download PDF
16. The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort
- Author
-
Morales, María Francisca, primary, Farkas, Chamarrita, additional, Aristotelous, Eleanor, additional, and MacBeth, Angus, additional
- Published
- 2020
- Full Text
- View/download PDF
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