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Copyright of European Journal of Education & Psychology is the property of European Journal of Education & Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El presente estudio longitudinal se enmarca en la lingüística aplicada a la enseñanza-aprendizaje de lenguas adicionales y su objetivo es determinar el desarrollo de interlengua (IL) en español en un grupo de escolares secundarios haitianos de una escuela chilena. Con este fin, se realizó un análisis del desarrollo de la IL de los escolares mediante la metodología del análisis de errores en dos muestras de textos escritos, recogidas en dos periodos distintos. Los resultados del análisis indicaron que, en ambas muestras, la mayoría de los errores eran de tipo gráfico y gramatical. Desde una perspectiva etiológica, los errores fueron identificados como de simplificación. Desde una perspectiva psicolingüística, los errores se debieron a estrategias de interferencia y neutralización de las formas. Los errores textuales fueron los menos frecuentes, sin embargo, esto responde a la escueta producción de relaciones de coherencia en los textos. Así, el análisis longitudinal entre los muestreos diferidos no indicó ni avances ni retrocesos en el español de los escolares haitianos. Esto debe observarse con precaución porque la pandemia de COVID-19, durante los años 2020 y 2021, impuso confinamientos que hicieron perder casi dos años de clases a niños de escuelas socioeconómicamente vulnerables.

El objetivo de este estudio fue evaluar si existieron diferencias en los niveles de ansiedad y depresión en alumnas universitarias a lo largo de un periodo de diez meses de aislamiento social debido a la pandemia por COVID-19, así como conocer su percepción sobre esta sintomatología. Se realizó un estudio comparativo longitudinal de corte mixto que recogió datos sobre sintomatología ansiosa y depresiva en 30 alumnas de licenciatura en psicología en dos momentos de la contingencia sanitaria. Se aplicó un cuestionario de datos sociodemográficos y antecedentes clínicos; así como una versión digitalizada de la escala de ansiedad de Hamilton (HARS), el inventario de depresión de Beck (BDI-II) y una entrevista a profundidad. Se observó que no existieron diferencias estadísticamente significativas dentro de la muestra en ninguna de las variables evaluadas. No obstante, se mostró un ligero decremento en las puntuaciones de ansiedad y depresión entre en la primera y segunda evaluación.

Tener unas buenas competencias matemáticas básicas tempranas (“early numeracy skills”) parece ser de vital importancia para el éxito en dicha materia en etapas educativas posteriores. Sin embargo, la mayor parte de los estudios contemplan diseños cuyos resultados abarcan hasta el 1er ciclo de Educación Primaria. El presente estudio longitudinal se propuso explorar el poder predictivo de determinadas competencias matemáticas básicas evaluadas en etapas tempranas, tales como las habilidades de conteo, comparación de magnitudes y operaciones lógicas, sobre el rendimiento matemático y sus componentes seis años más tarde. La muestra contó con 91 niños y niñas que fueron evaluados en dos momentos temporales: Educación Infantil (5-6 años) y 6º de Educación Primaria (11-12 años). En Educación Infantil, se utilizó el TEDI-MATH (Gregóire et al., 2005) para evaluar el grado de adquisición de competencias matemáticas básicas de conteo (conceptual y procedimental), comparación de magnitudes (simbólicas y no-simbólicas) y operaciones lógicas (seriación, clasificación, conservación e inclusión). En Educación Primaria, se administró el EVAMAT-6, versión 3.0 (García et al., 2018) para evaluar el rendimiento matemático y sus componentes (numeración, cálculo, geometría, información y azar, y resolución de problemas). Los resultados mostraron que el conteo procedimental emergió como un predictor destacado sobre el rendimiento matemático posterior y sus componentes. Asimismo, y aunque en menor medida, se observó también la influencia de las habilidades de comparación simbólica y las operaciones lógicas de seriación y conservación. Se discuten las implicaciones de estos hallazgos para la investigación y la práctica psicoeducativa.

Objective: There is a lack of research on complex post-traumatic stress disorder (CPTSD) in older individuals, with little known about the temporal course of CPTSD. Therefore, this study assessed and compared the demographic characteristics, adverse childhood experiences (ACE), and well-being of Swiss older adults with and without probable CPTSD. The (in-)stability of probable CPTSD was also examined in relation to the predictive value of various emotion-related factors. Methods: A longitudinal study was conducted in Switzerland with N = 213 participants (Mage = 69.98 years, SD = 10.61; 45.5% female). Data was collected via face-to-face assessments at baseline and follow-up, 21 months apart. The German version of the International Trauma Questionnaire was used to screen for (C)PTSD. Standardized instruments were used to assess ACE as well as the predictors anger, embitterment, emotion regulation, and meaning in life. Results: From the total sample, n = 16 participants (7.5%) were identified as having probable CPTSD, with only five of these (31.25%) having probable CPTSD at both baseline and follow-up. Individuals with and without probable CPTSD differed significantly regarding age and employment status. Significant predictors of probable CPTSD were anger (β = 0.16), embitterment (β = 0.06), cognitive reappraisal (β = −0.41), and the presence of meaning in life (β = −0.10). Conclusions: Probable CPTSD appears to be relatively unstable over the course of a 21-month period in older individuals. The links between CPTSD and emotion-related predictors highlight potential targets for intervention. [ABSTRACT FROM AUTHOR]

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Losing an only child (Shidu) is a grievous traumatic event that may affect brain structure, even if it does not lead to psychiatric disorders. However, longitudinal changes in brain structure and their relationship to subclinical psychiatric symptoms (SPS) have not been well investigated in Shidu parents without any psychiatric disorders (SDNP). This study aimed to investigate cross-sectional and longitudinal changes in cortical thickness and surface area in SDNP, and to explore their relationship with SPS. A total of 50 SDNP and 40 matched healthy controls (HC) were enrolled. All participants underwent structural MRI scans and clinical assessment at baseline and at the 5-year follow-up. Differences in brain structural phenotypes (cortical thickness, surface area, and their annual rate of change) between the SDNP and HC groups were compared using FreeSurfer. Correlations between significant brain structural phenotypes and SPS in the SDNP group were evaluated using multiple linear regressions. The SDNP group showed a smaller surface area in the left inferior parietal cortex than the HC group at baseline and follow-up. The SDNP group showed slower rates of cortical thinning and surface area loss in several brain regions than the HC group from baseline to follow-up. Moreover, slower rates of cortical thinning in the left insula, superior frontal cortex, and superior temporal cortex were associated with greater reductions in avoidance, depression, and trauma re-experiencing symptoms scores over time in the SDNP group, respectively. Shidu trauma-induced structural abnormalities in the inferior parietal cortex may persist over time and be independent of the severity of psychiatric symptoms. The expansion of prefrontal, temporal, and insular cortex implicated in emotional regulation may contribute to improvements in psychiatric symptoms in Shidu parents. This study focused on longitudinal changes in cortical thickness and surface area and their relationship with subclinical psychiatric symptoms in Shidu parents without any psychiatric disorders. Shidu trauma-induced structural abnormalities in the inferior parietal cortex may persist over time and be independent of the severity of psychiatric symptoms. The expansion of prefrontal, temporal, and insular cortex implicated in emotional regulation may contribute to improvements in psychiatric symptoms in Shidu parents. [ABSTRACT FROM AUTHOR]

Using longitudinal data for a nationally representative sample of fifth-graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow education — referred to as academically oriented extracurricular activities mainly aimed to prepare for examinations — on students' creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students' creative thinking between the fifth and sixth grades. This finding does not support the arguments that students' participation in shadow education discourages or encourages their creative thinking. Implications, limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the reading and writing achievement of Spanish school children following an intervention conducted at an early age. The purpose of the intervention is to prioritise and systematise instruction in the alphabetic principles, phonological awareness, reading fluency, vocabulary, and text comprehension. The sample consists of 126 subjects, distributed between an instructed group (n=62) and an uninstructed group (n = 64). All the subjects were from average socio-cultural areas, with normal intelligence and with no physical, mental, and/or sensory deficits. Subjects were evaluated from the second year of Early Years Education (4 years of age) up to the first year of Primary Education (six years of age). The design was longitudinal with repeated measurements (four assessments), three intervention phases, two study variables (reading achievement and writing achievement), and two groups of subjects. Descriptive statistical analysis and repeated measures analyses of variance were performed. The results obtained indicate higher scores in reading and writing throughout all the assessments and significantly greater progress in the instructed group. These results demonstrate the effectiveness of early intervention in written language through systematic instruction in phonological awareness, the alphabetic principles, reading fluency, vocabulary, and text comprehension. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta Médica de México is the property of Publicidad Permanyer SLU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: After the lockdown, schools adopted measures to avoid infection, which changed pre-pandemic routines. We evaluated whether the new school conditions constituted a stress factor for children or contributed to their recovery after the impact of the lockdown period. Method: Participants included 291 families with children between 3 and 11 years of age. The children were assessed by parents through the Child and Adolescent Assessment System (SENA) at three time points: T1 (before COVID-19 confinement), T2 (after the children had spent between 4 and 6 weeks confined), and T3 (one year after the beginning of the pandemic). Results: For Preschoolers, no statistical differences were found in any scale or time point. For primary-school children, the differences between T1 and T3 were not significant. Comparisons between T2 and T3 showed significant differences in Willingness to study, Emotional regulation and Hyperactivity and impulsivity. Conclusions: Our results suggest that returning to school might have improved some dimensions of primary-school children's well-being. However, it seems that neither the confinement nor the restrictive measures have had a negative effect on our sample. To interpret these findings, we discuss the psychological factors of protection and vulnerability. [ABSTRACT FROM AUTHOR]

This study examines teachers' attitudes towards professional teacher performance assessment and explores whether there are changes in direction and intensity. Teacher assessment is a key public policy to improve both education quality and teacher development. The Likert technique is applied. Measurements are conducted in the years 2008 and 2015 in samples of 812 and 827 teachers, respectively, from Santiago's Metropolitan Area (Chile). The results for the year 2008 show that the constructed scale has a reliability coefficient of 0.937 and a concurrent validity coefficient of 0.567. In 2008, 40.4% of teachers had negative attitudes towards professional teaching assessment. This increased to 43.7% in 2015. It is concluded that the implementation of professional teacher assessments as a public policy, in spite of its long practice, is only partially endorsed by older teachers at municipal schools. [ABSTRACT FROM AUTHOR]

Objetivo: Evaluar, a lo largo de un seguimiento de 79,2 meses, el comportamiento de la densidad mineral ósea (DMO) determinada mediante Densitometría Axial Computarizada (DXA), la densidad mineral ósea volumétrica (DMOvol) y su relación con los datos antropométricos, junto con los parámetros relativos al metabolismo óseo (calcio, fósforo, fosfatasa alcalina, parathormona (PTH) y vitamina D (25-OH-D3)) en una población infantil con Diabetes Mellitus Tipo 1 (DM1) sin complicaciones microvasculares y un grupo control de referencia de similares características. Material y métodos: Inicialmente, se realizó un estudio transversal en 40 niños diabéticos (edad media 9,4±2,8 años) y 108 controles (9,3±1,5 años) para valorar las posibles diferencias entre ambas poblaciones. 26 pacientes del grupo diabético inicial, fueron reevaluados tras 79,2 meses de seguimiento. Resultados: Se observó que, al inicio, la masa ósea fue similar en los diabéticos y controles. Después del seguimiento, la DMO de los niños diabéticos era muy inferior a la esperada en población infantil no diabética. El peso, la altura y el Índice de Masa Corporal (IMC) siguieron el mismo patrón que la DMO. Los valores de calcio, fósforo, fosfatasa alcalina, PTH y vitamina D, aunque en rango de normalidad, fueron más bajos que en los controles. La fosfatasa alcalina no se incrementó en el periodo puberal. Conclusiones: El presente estudio demuestra que los niños y adolescentes con un diagnóstico reciente de DM1 tienen una DMO normal. Sin embargo, con el paso del tiempo, y sobre todo durante la adolescencia, muestran una menor ganancia de masa ósea y alteraciones en los parámetros de recambio óseo.

Desde la teoría tridimensional, la ansiedad escolar se define como un conjunto de síntomas que se emiten desde tres sistemas de respuesta. El objetivo de este estudio fue evaluar las respuestas de ansiedad escolar en estudiantes chilenos de educación primaria para determinar los posibles cambios a nivel temporal. Para ello, se contó con 155 niños de tres cursos distintos, a quienes se les evaluó el nivel de ansiedad escolar durante tres años consecutivos. El instrumento utilizado fue el Inventario de Ansiedad escolar para la educación primaria (IAEB), que mide la respuesta de ansiedad de tipo cognitiva, psicofisiológica y motora. Se realizaron análisis de varianza de medidas repetidas para determinar la estabilidad temporal. Los resultados indican que la media no mostró diferencias estadísticamente significativas y se mantuvo la ansiedad escolar en estos niños en el periodo de tres años. Se apoyó la posibilidad de que se presente como un síntoma estable de los estudiantes, más que responder a eventos puntuales del entorno.

Copyright of Revista de Estudios Políticos y Estratégicos is the property of Universidad Tecnologica Metropolitana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Antecedents and Objective: The declining birth rate and increasing life expectancy have led to an aging population, causing challenges at the economic, social and healthcare levels. Ensuring and maintaining high levels of well-being and mental health in older adults is crucial for successful aging. Given that previous literature indicates that perceived loneliness and depressive symptoms constitute significant obstacles to their quality of life, the aim of this study is to examine how perceived loneliness and depression intertwined in community-dwelling older adults over time., Methodology: For this purpose, we conducted a longitudinal research study with a total of 46,317 European older adults (57.40% women), using the SHARE database (Survey of Health, Ageing and Retirement in Europe), at waves 6, 7, and 8, spanning a recent four-year period from 2016 to 2020. Several cross-lagged panel models were estimated using the structural equation modeling package Mplus., Results: The results show that loneliness and depression are bidirectionally related, which is difficult to combat because of their feedback and stability over time., Conclusions: We discuss the practical implications of these findings concerning the potential double-edged sword of these reciprocal relationships on treatment and preventive interventions, as well as the study's limitations and future research directions., (Copyright © 2024 SEGG. Publicado por Elsevier España, S.L.U. All rights reserved.)

In this paper, we analyze the changes in food consumption patterns throughout the lives of five individuals (n=5), one subadult and four adults, found in archaeological sites of El Remate, Bajo los Cardones and Finca Cruz. All of them are associated with the Formative period (ca. 2500 - 1000 years B. P.) and are located in the Quebrada de Amaicha (Tucumán, Argentina). We propose an analysis of the carbon and nitrogen isotopic composition in the dentin of different sections of the same tooth and in different teeth of the five individuals. This approach sheds light on the way in which the characteristics of children's diets affect their adulthood, as well as providing a more inclusive perspective on consumption patterns in the agropastoralist societies of the study area by integrating young individuals into the analysis. Little intravariation and intervariation was found, with a predominance of food resources framed in the C4 photosynthetic pattern. The exception is an individual, probably female, whose diet was based on C3 resources during the first period of life. This could be the result of the existence of a "childhood diet" or of a change in geographic residence, with both areas being isotopically distinguishable. Finally, we illustrate the methodological steps required to reconstruct life histories through the serial study of human dental pieces. This is a novel approach, which has been applied to human remains from the Argentine Northwest for the first time. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Most empirical research on the relationship between peer victimization, aggression, and mental health has been conducted with correlational designs. Much of this research has also focused primarily on linking peer victimization with either the potential aggressive behaviors of victims or a deterioration in their mental health. This study analyzes the relationship between peer victimization, peer aggression, and depressive symptoms in adolescents over time. The participants are 194 adolescents (49.2% boys, 50.8% girls) aged between 10 and 13 years (M = 10.88, SD = 0.84). The results of the growth modeling analysis indicate that the trajectories are interconnected: as victimization decreases, adolescent aggression and depressive symptoms also decrease. In addition, it is observed that victimization decreased in the same way in boys and girls, while aggression and depressive symptoms showed a smaller reduction in girls. Finally, the results and their potential practical implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Un fenómeno altamente estudiado dentro del entorno empresarial es la quiebra en las organizaciones. Sin embargo, un enfoque con el que ha sido poco relacionado dicho estatus es la calidad de la información financiera que reportan las empresas. De esta forma, el objetivo de la presente investigación es analizar la relación entre el riesgo de quiebra y la gestión de ganancias que practican las empresas públicas en México. Analizando un universo de 145 empresas y teniendo como muestra un total de 86 organizaciones que cotizaron en la Bolsa Mexicana de Valores durante el periodo 2014-2018, se desarrolló un estudio cuantitativo, longitudinal, y causal, recopilando información de fuentes secundarias como Bloomberg y reportes anuales de las empresas en sus sitios web. Se realizó una regresión panel de Mínimos Cuadrados Generalizados con apoyo de Stata 12. Los resultados arrojan que el incremento en la gestión de ganancias aumenta el riesgo de quiebra en las empresas de la muestra de este estudio. Se concluye que, al gestionar las ganancias de las empresas de la Bolsa Mexicana de Valores, se puede incrementar el riesgo de quiebra de las mismas y representar un grave problema para sus grupos de interés.

Ampros, Anfas, Aspanias, Atades, Gautena, Gorabide y Plena inclusión presentan una investigación cuyo objetivo es evaluar el impacto del plan individualizado en el que se incluyen los objetivos personales, la calidad de vida y la percepción de las personas. Se establecen puntos de referencia en un análisis longitudinal de los resultados. Con carácter previo a la elaboración del plan individual de cada persona, se han evaluado las necesidades de apoyo y la calidad de vida. En total, han participado 77 personas con discapacidad con diferentes necesidades de apoyo. Los objetivos de cada plan individual se han valorado al finalizar el primer año y al acabar el segundo, momento en el cual se volvieron a aplicar las escalas antes citadas. Se observan diferencias significativas en los resultados obtenidos en función de las necesidades de apoyo y la valoración que realizan los profesionales según los años de contacto con la persona con discapacidad. Se deben tener en cuenta las diferencias por la edad de los participantes, los problemas de comportamiento y la consecución de los objetivos individuales.

Introduction: Patients with post-COVID-19 syndrome may present cognitive and emotional symptomatology. This study aims to analyse the results of an outpatient neuropsychological intervention programme for post-COVID-19 syndrome., Method: In June 2020 Institut Guttmann started an outpatient post-COVID-19 neurorehabilitation programme, including respiratory therapy, physiotherapy, and neuropsychological rehabilitation. Before and after the programme, the cognitive-emotional state of all participants is assessed. Six months after treatment, a follow-up assessment is administered (which includes a collection of information on various aspects of daily life)., Results: The sample analysed consisted of 123 patients (mean age: 51 years, SD: 12.41). Seventy-four per cent (n = 91) had cognitive impairment and underwent cognitive treatment (experimental group); the remaining 26% (n = 32) constituted the control group. After the intervention, the experimental group improved in working memory, verbal memory (learning, recall and recognition), verbal fluency and anxious-depressive symptomatology. The control group showed changes in immediate memory, verbal memory (learning and recognition) and depressive symptomatology, although the effect size in the latter two was smaller than in the experimental group. Six months after treatment, 44.9% of the patients were unable to perform their pre-COVID-19 work activity, and 81.2% reported difficulties in their activities of daily living., Conclusions: Neuropsychological rehabilitation is an effective tool to treat the cognitive-emotional deficits present in post-COVID-19 syndrome. However, months after the end of treatment, not all patients recover their pre-COVID-19 functional level., (Copyright © 2022 Sociedad Española de Neurología. Published by Elsevier España, S.L.U. All rights reserved.)

The aim of this study was to explore the developmental pattern of basic emotion understanding in children aged 3 to 5 years. We know that children identify first facial expressions and understand later the causes of emotions, but are emotions understood at the same time, at the same developmental moment? To carry out this study, a group of 103 boys and girls between the ages of 3 and 5 were evaluated longitudinally. Through the Test of Emotion Comprehension (TEC) identification and causality of four basic emotions – sadness, joy, anger, and fear – were tested over three years. The results, according to previous studies, confirmed the hierarchical structure of these two components, being the identification of the facial expression the first component acquired and the understanding of the cause of the emotion the second component. In addition, it was observed that the understanding of these four emotions does not occur synchronously. For example, the cause of fear is reasonably well understood at the age of three, while the cause of anger seems to be understood later. In addition to deepening the developmental pattern of emotion knowledge, such results could help educators and clinicians to adjust educational programs aimed at improving knowledge and socio-emotional competence in children of this educational stage. [ABSTRACT FROM AUTHOR]

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Costarricense de Psicología is the property of Revista Costarricense de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La plasticidad en la dieta de una especie invasora y las implicaciones para su gestión. El caso de la cotorra argentina en una ciudad mediterránea La flexibilidad del comportamiento puede ser un factor determinante en la invasión de un nuevo hábitat. Uno de los ejemplos más típicos de flexibilidad del comportamiento que favorece la invasión son los cambios en las estrategias de alimentación. En el presente estudio proporcionamos información sobre los cambios producidos en la estrategia alimentaria de la cotorra argentina (Myiopsitta monachus) durante 17 años (2001–2017) en la ciudad de Barcelona. A lo largo de este período, el consumo de comida en el suelo y el consumo de alimentos de origen humano aumentaron, respectivamente, más del 25 % y el 8 %. Se proporciona una descripción detallada de los alimentos consumidos. Alimentarse en el suelo y en vegetación baja pone al alcance de las cotorras comida de origen humano, pero también les da acceso a los cultivos, lo que aumenta el riesgo de que en los estados avanzados de la invasión, puedan ocasionar daños a la agricultura. La detección temprana de los primeros daños que se produzcan en los cultivos es fundamental para prevenir mayores daños en el futuro y hace que el principio de precaución sea especialmente relevante.

Introducción: Las metapercepciones interpersonales son un elemento fundamental en el desarrollo de las propias relaciones sociales según numerosas teorías (e.g. procesamiento de la información social). Según teorías del desarrollo social, la precisión de estas percepciones interpersonales aumenta con la edad. El objetivo de este trabajo es estudiar su evolución a lo largo de la educación primaria desde una perspectiva de género. Método: Se administró un cuestionario sociométrico en cuatro momentos (al principio del primer curso y al final de segundo, cuarto y sexto cursos) en 10 aulas, 88 chicas y 80 chicos (edad media en 1º =76.5 meses). Mediante análisis de medidas repetidas hemos analizado su ajuste perceptivo (positivo APP, negativo APN) y su realismo (positivo RPP, negativo RPN). Resultados: El ajuste y el realismo de las unas y los otros mejora sensiblemente de 1º a 6º. Las chicas especialmente omiten cada vez menos mencionar a aquellos-as compañeros-as a los que gustan (APP pasa de 45 en 1º a 69 en 6º) y a los a los cuales desagradan (APN de 37 a 60). En 6º se observan diferencias de género en RPN (chicas 50 y chicos 62), APN (60 y 48 respectivamente) y APP (70 y 56 respectivamente). En regla general, a cualquier nivel de educación primaria la identificación de los iguales aceptantes es más precisa que la de los rechazadores-as. Discusión: Con la edad, una mayor madurez social permite más exactitud en las metapercepciones. Sin embargo, el carácter encubierto del desagrado social hace que la identificación de los iguales a quienes una o uno desagrada sea más difícil que la de los a quienes agrada. Los niños reciben más rechazo que las niñas, por lo que alcanzan a tener más aciertos que ellas en su realismo negativo (RPN, en 6º se equivocan menos en mencionar rechazadores-as que en realidad no lo son), pero su ajuste es peor. La mayor sensibilidad de las niñas hacia el rechazo de los demás también puede influir.

Este artículo presenta los resultados de un estudio longitudinal, se recopilaron datos de dieciséis generaciones para conocer cuáles son las características que los estudiantes identifican en sí mismos y en sus compañeros asociadas al liderazgo. Se aplicó un cuestionario a 286 alumnos de licenciatura para conocer sus opiniones en relación a siete aspectos relacionados con el liderazgo 1) ¿Es aceptado por el grupo? 2) ¿Es participativo? 3) ¿Es responsable? 4) ¿Es confiable? 5) ¿Es respetuoso? 6) ¿Es comprometido? y 7) ¿Es puntual? En los resultados, se identifica que las características que más asocian a un líder son: Que sea aceptado por el grupo, que sea comprometido con los intereses del mismo, y que sea respetuoso con los integrantes de la colectividad. Se concluye que las características identificadas por la mayoría de los estudiantes en un líder son las directamente relacionadas con la aceptación social que implicará la resolución de posibles conflictos, y con aquellas que garanticen, en lo posible, el logro de objetivos comunes y la consecución de metas planteadas

Copyright of Revista Psicologia. Organizacoes e Trabalho is the property of Sociedade Brasileira de Psicologia Organizacional e do Trabalho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Executive functioning (EF) seems to be essential to promote optimal development of lexical access and to prevent its difficulties. Traditionally, neuropsychological tests administered under strict laboratory conditions have been used for evaluation. Recently the ecological validity of these tests has been questioned on the basis of the multiple differences between a structured assessment environment and real life. In an attempt to correct this limitation, the objective of this longitudinal study is to analyze the relationship between the EF, evaluated in the kindergarteners last year through behavioral tests, and lexical access to evaluated at the end of the second year of Primary Education. It also analyzes the differences in the EF evaluated in the first moment between students with and without problems of lexical access two years later. A total of 179 subjects (49.2% girls and 50.8% boys) participated and were evaluated in two stages. In T1, 3rd year of Kindergarten, the mean age was 70.24 months (DS = 3.54; range 5-6 years) and in T2, 2nd year of Primary Education, 94.17 months (DS = 3.60; range 7-8 years). Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000). For the evaluation of lexical access, the main indexes of word reading and pseudo-words of the Battery for the Evaluation of Reading Processes, Revised (PROLEC-R; Cuetos et al., 2007) were used. The results show a relationship between EF and subsequent lexical access, especially with the behavioural assessment of teachers, highlighting the predictive power of the metacognition index. The results also show that children with difficulties present greater problems in practically all of the executive functions analysed. The theoretical and practical implications of the results are discussed.

The aim of the present longitudinal study was to examine the predictive power of different variables of motivation towards learning, evaluated in Kindergarten on different aspects of reading performance in the 2nd grade of Primary School. The initial sample consisted of 209 pre-schoolers from 5 to 6 years old and their teachers, of whom 179 were evaluated again two years later. In Kindergarten, teachers completed the Preschool Learning Behaviours Scale (PLBS, McDermott, Green, Francis, Stott, 2000) that assesses competency-motivation learning behaviours (behaviours related to the anticipation of success), attention-persistence (ability to persist doing a task until it is completed) and attitude towards learning (willingness to participate in learning activities). Two years later, a Spanish standardized assessment of reading performance (PROLEC-R, Cuetos et al., 2007) was administered to evaluate different aspects related to reading performance: letter identification, access to the lexicon, syntactic and semantic processes. The results showed that the variables of motivation towards learning evaluated in Kindergarten are able to predict the subsequent reading performance, with a special weight of the ability to persist doing a task until it is completed. The implications of these findings for research and psychoeducational practice are discussed.

The aim of this retrospective study was to determine the early motivational profile of different groups of students categorized according to their reading performance level in lexicon access and understanding in 2nd year of Primary Education. The initial sample consisted of 208 preschoolers from 5 to 6 years old and their tutors, of whom 179 were evaluated again two years later. In Early Childhood Education, teachers completed the scale of the Preschool Learning Behaviors Scale (PLBS, McDermott, Green, Francis, Stott, 2000) that evaluates different behaviors related to motivation towards learning (competence-motivation, attentionpersistence and attitude towards learning). Two years later, the Battery for the Evaluation of Reading Processes was administered (PROLEC-R, Cuetos, Rodríguez, Ruano, Arribas, 2007). Participants were categorized into 4 groups based on their performance in tasks of lexicon access and understanding of PROLEC-R (Cuetos et al., 2007): difficulties in lexicon accessing (DLA, n = 27); difficulties in reading comprehension (DRC, n = 69); difficulties in both domains (DLA + DRC = 32) and average performance (AP, n = 51). The results revealed significant differences between groups in all the variables of motivation towards learning evaluated in Early Childhood Education, with a worse functioning of the groups with difficulties in comparison with the students with average performance. A greater affectation of the DLA + DRC and DLA groups is highlighted in comparison with the students with MRC in the ability to persist before the tasks (attention-persistence). The implications of these findings for research and psychoeducational practice are discussed.

En México, hasta la reforma al artículo 51 de la Ley General de Educación realizada en 2016, según lo estipulado en el plan y los programas de estudios, el calendario escolar de las escuelas públicas de educación básica determinaba que éstas debían cumplir con 800 horas de clases al año. Con el objetivo de ampliar las oportunidades de aprendizaje, en 2008 se estableció el Programa Escuelas de Tiempo Completo (PETC) con el cual se incrementó el total de este tiempo a 1 200 horas dedicadas a la enseñanza en el ciclo escolar. En esta investigación se buscó determinar el impacto de la implementación del PETC en el desempeño de los estudiantes de la Evaluación Nacional de Logro Académico en Centros Escolares (ENLACE). Tras controlar por el sesgo de covariables sociodemográficas y de atrición en la respuesta, los resultados muestran que la implementación del programa tuvo un efecto positivo en los niveles de logro y puntajes en la prueba.

Este estudio permite identificar el flujo de la matrícula escolar de varias generaciones de estudiantes. Se utilizó el método de cohortes reales y se desarrolló un sistema informático que permite la consulta en línea de los indicadores de eficiencia terminal de la educación básica en el estado de Yucatán, México. Se utilizaron los datos de los alumnos en educación básica que se encuentran en el Departamento de Registro y Certificación de la Secretaría de Educación del Gobierno del Estado de Yucatán. Se analizaron siete cohortes durante nueve ciclos escolares partiendo del ciclo 2005-2006 y finalizando en el 2016-2017. La eficiencia terminal mostró diferencias significativas con la estadística oficial denominada 911. Así, al finalizar la educación primaria, la eficiencia fue de 72.5%, y según la estadística 911 de 97.3%. Al finalizar la secundaria, la eficiencia fue de 57.2%, y según la estadística 911 fue de 81.9%. Asimismo, se encontró una mayor tendencia de egreso en mujeres que hombres. Además, este sistema permite identificar a estudiantes en riesgo de rezago educativo, haciendo posible que supervisores de zona y directores de las escuelas realicen acciones específicas y pertinentes en los planes de mejora de sus centros educativos.

Background/Objective: The aim of this study is to analyze whether the big five personality traits are predictors of problematic internet use (PIU) and whether PIU predicts changes in emotional well-being and externalizing behaviors, as well as in risk internet-related behaviors (cyberbullying and sexting). Method: This study analysed data from 624 adolescents studied on two occasions (T1 and T2) separated by a one-year period, with evaluations of the big five traits, PIU, and the potential outcomes. Results: The results show that low conscientiousness predicts increases in PIU from T1 to T2. Furthermore, results show that a high PIU predicts increases in both proactive and reactive aggressive behavior and in substance use. A high PIU score predicts a decrease in positive emotions. The results also suggest that a high PIU predicts increased cybervictimization and cyberbullying. Conclusions: This study makes it possible to verify that personality predicts the development of PIU in adolescence and that PIU contributes to the development of externalizing problems and the deterioration of subjective well-being. [ABSTRACT FROM AUTHOR]

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Copyright of Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Politica y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)