Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolarestudio comparativo

Referencias bibliográficas

• Achenbach, T. M. (2006). As others see us: Clinical and research implications of cross-informant correlations for psychopathology. Current Directions in Psychological Science, 15, 94-98.
• Alva, S. A., y de los Reyes, R. (1999). Psychosocial stress, internalized symptoms, and the academic achievement of Hispanic adolescents. Journal of Adolescent Research, 14, 343-358.
• Ansary, N. S., y Luthar, S. S. (2009). Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance. Development and Psychopathology, 21(1), 319-341.
• Beilock, S.L., Gunderson, E.A., Ramirez, y Levine, S. (2010). Female teachers' math anxiety affects girls' math achievement. PNAS, 107, 1860-1863.
• Berg-Nielsen, T. S., Solheim, E., Belsky, J., y Wichstrom, L. (2011). Preschoolers' psychosocial problems: In the eyes of the beholder? Adding teacher characteristics as determinants of discrepant parent-teacher reports. Child Psychiatry Human Development. Doi: 10.1007/s10578-011-0271-0.
• Biederman, J., Faraone, S., Milberger, S., Guite, J., Mick, E., Chen, L., Mennin, D., et al., (1996). A prospective 4-year follow-up study of attention-deficit hyperactivity and related disorders. Archives of General Psychiatry, 53, 437-446.
• Briggs-Gowan, M. J., y Carter, A. S. (2008). Social-emotional screening status in early childhood predicts elementary school outcomes. Pediatrics, 121, 957-962.
• Burt, K. B., Obradovic, J., Long, J. D., y Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79(2), 359-374
• Burt, K. B., y Roisman, G. I. (2010). Competence and psychopathology: Cascade effects in the NICHD study of early child care and youth development. Development and Psychopathology, 22(3), 557-567.
• Campbell, S. B., Spieker, S., Burchinal, M., y Poe, M. D. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47(8), 791-800.
• Campbell, S. B., Shaw, D. S., y Gillion, M. (2000). Early externalizing behavior problems: toddlers and preschoolers at risk for later maladjustment. Developmental Psychopathology, 12(3), 467-488.
• Caspi, A., Wright, B. R. E., Moffit, T. E., y Silva, P. A. (1998). Early failure in the labor market: Childhood and adolescent predictors of unemployment in the transition to adulthood. American Sociological Review, 63, 424-451.
• Carreras, M.R., Braza, P., y Braza, F. (2001). Implicación en los comportamientos de agonismo y ajuste socioemocional al grupo de iguales en niños de 4 y 5 años. Psicothema, 13, 258-262.
• Coie, J. D., y Dodge, K. A. (1998). Aggression and antisocial behavior. En W. Damon, y N. Eisenberg (Eds.), Handbook of child psychology (pp. 779-862). New York: Wiley.
• Collishaw, S., Goodman, R., Ford, T., Rabe-Hesketh, S., y Pickles, A. (2009). How far are associations between child, family, and community factors and child psychopathology informant-specific and informant-general? Journal of Child Psychology and Psychiatry, 50, 571-580.
• Comer, J. S., y Kendall, P. C. (2004). A symtom-level examination of parentchild agreement in the diagnosis of anxious youth. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 878-886.
• Cunningham, M., Hurley, M., Foney, D., y Hayes, D. (2002). Influence of perceived contextual stress on self-esteem and academic outcomes in African American adolescents. Journal of Black Psychology, 28, 215-233
• De los Reyes, A., Henry, D. B., Tolan, P. H., y Wakschlag, L. S. (2009). Linking informant discrepancies to observed variations in young childrenś disruptive behavior. Journal of Abnormal Child Psychology, 37, 637-652.
• De los Reyes, A., y Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recomendations for further study. Psychological Bulletin, 131, 483-509.
• De los Reyes, A., Youngstrom, E. A., Pabón, S. C., Youngstrom, J. K., Feeny, N. C., y Findling, R. L. (2011). Internal consistency and associated characteristics of informant discrepancies in clinic referred youth age 11 to 17 years. Journal of Clinical Child and Adolescent Psychology, 40(1), 36-53.
• Demaray, M. K., y Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213-241.
• DiPerna, J. C., y Elliot, S. N. (2002). Promoting academic enablers to improve student achievement: An introduction to the mini-series. School Psychology Review, 31, 293-297.
• DiPerna, J. C., Volpe, R. J., y Elliot, S. N. (2002). A model of academic enablers and elementary reading/ language arts achievement. School Psychology Review, 31, 298-312.
• Dirks, M. A., Boyle, M. H., y Georgiades, K. (2011). Psychological symptoms in youth and later socioeconomic functioning: Do associations vary by informant? Journal of Clinical Child and Adolescent Psychology, 40(1), 10-22.
• Dishion, T.J. y Patterson, G.R. (2006). The development and ecology of antisocial behavior in children and adolescents. En D. Cicchetti y D.J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 3, pp. 503-541). New York: Wiley.
• Drabick, D. A. G., Gadow, K. D., y Loney, J. (2007). Source-specific oppositional defiant disorder: Comorbidity and risk factors in referred elementary schoolboys. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 92-101.
• Drabick, D. A. G., Gadow, K. D., y Loney, J. (2008). Co-occurring ODD and GAD symptom groups: Source-specific syndromes and cross-informant comorbidity. Journal of Clinical Child and Adolescent Psychology, 37, 314-326.
• Elliot, S. N., y Gresham, F. M. (2008). Social Skills Improvement System: intervention guide. Minneapolis, MN: Pearson Assessment.
• Farrington, D. P. (1995). The development of offending and antisocial behavior from childhood: Key findings from the Cambridge study in delinquent development. Journal of Child Psychology and Psychiatry, 36, 929-964.
• Ferdinand, R. F., Hoogerheide, K. N., van der Ende, J., Heigmens-Visser, J., Koot, H. M., Kasius, M. C., et al., (2003). The role of the clinician: Three-year predictive value of parents', teachers', and clinicians' judgment of childhood psychopathology. Journal of Child Psychology and Psychiatry, 44, 867-876.
• Fergusson, D. M., Horwood, L. J., y Ridder, E. M. (2005). Show me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood. Journal of Child Psychology and Psychiatry, 46(8), 850-858.
• Foley, D. L., Rutter, M., Angold, A., Pickles, A., Maes, H. M., Silberg, J. L., et al., (2005). Making sense of informant disagreement for overanxious disorder. Journal of Anxiety Disorders, 19(2), 193-210.
• Frank, S. J., Van Egeren, L. A., Fortier, J. L., y Chase, P. (2000). Structural, relative, and absolute agreement between parents' and adolescent impatients' reports of adolescent functional impairment. Journal of Abnormal Child Psychology, 28(4), 395-402.
• Galaif, E., Sussman, S., Chou, C. P., y Wills, T. (2003). Longitudinal relations among depression, stress and coping in high risk youth. Journal of Youth and Adolescence, 32, 243-258.
• Gazelle, H., y Ladd, G.W. (2003). Anxious solitude and peer exclusión: A diathesis-stress model of intenalizing trajectories in childhood. Child Development, 74, 257-278.
• Goodman, R., Simonoff, E., y Stevenson, J. (1995). The impact of child IQ, parent IQ and sibling IQ on child behavioral deviance scores. Journal of Child Psychology and Psychiatry, 36, 409-425.
• Gresham, F. M., Elliot, S. N., Cook, C. R., Vance, M. J., y Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the Social Skills Improvement System-Rating Scales. Psychological Assessment, 22, 157-166.
• Guion, K., Mrug, S., y Windle, M. (2009). Predictive value of informant discrepancies in reports of parenting: Relations to early adolescents' adjustment. Journal of Abnormal Child Psychopathology, 37, 17-30
• Hartley, A. G., Zakriski, A. L., y Wright, J. C. (2011). Probing the depths of informant discrepancies: Contextual influences on divergence and convergence. Journal of Clinical Child and Adolescent Psychology, 40(1), 54-66.
• Hinshaw, S. P., y Lee, S. (2003). Conduct and oppositional defiant disorders. En R. A. Barkley y E. J. Mash (Eds.), Child psychopathology (2nd ed., pp. 144-198). New York: Guilford.
• Jensen, A. R. (1998).The G factor: The science of mental ability. Westport, CT: Greenwood.
• Jimerson, S., Egeland, L., Sroufe, A., y Carlson, B. (2000). A prospective study of high school dropouts examining multiple predictors across development. Journal of School Psychology, 38, 525-549.
• Karver, M. S. (2006). Determinants of multiple informant agreement on child and adolescent behavior. Journal of Abnormal Child Psychology, 34(2), 251-262.
• Kemper, T. S., Gerhardstein, R., Repper, K. K., y Kistner, J. A. (2003). Mother-child agreement on reports of internalizing symptoms among children referred for evaluation of ADHD. Journal of Psychopathology and Behavioral Assessment, 25, 239-250.
• Keogh, B. K., Juvonen, J., y Bernheimer, L. P. (1989). Assessing childrenś competence: Mothers' teachers' ratings of competent behavior. Psychological Assessment, 1, 224-229.
• Korat, O. (2004). Mothers' and teachers' attributions of the academic functioning of Israeli second graders: a comparison between social groups. Early Childhood Research Quarterly, 19, 485-501.
• Kraemer, H. C., Measelle, J. R., Ablow, J. C., Essex, M. J., Boyce, W. T., y Kupfer, D. J. (2003). A new approach to integrating data from multiple informants in psychiatric assessment and research: Mixing and matching contexts and perspectives. American Journal of Psychiatry, 160, 1566-1577.
• Martin, R. P., y Holbrook, J. (1985). Relationship of temperament characteristics to the academic achievement of first-grade children. Journal of Psychoeducational Assessment, 3, 131-140.
• Masten, A. S., Burt, K. B., y Coatsworth, J. D. (2006). Competence and psychopathology in development. En D. Cicchetti y D.J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 3, pp. 696-738). New York: Wiley.
• Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovick, J., Riley, J. R., Boelcke-Stennes, K., y Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733-746.
• McLelland, M. M., Morrison, F. J., y Holmes, D. L. (2000). Children at risk for early academic problems: the role of learning related skills. Early Childhood Research Quarterly, 15, 307-329.
• Nakamoto, J. y Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221-242.
• National Institute of Child Health and Human Development Early Child Care Research Network (2003). Social functioning in first grade: associations with earlier home and child care predictors and with current classroom experiences. Child Development, 74(6), 1639-1662.
• Palmen, H., Vermande, M. M., Dekovic, M., y van Aken, M. A. G. (2011). Competence, problema behavior, and the effects of having no friends, aggressive friends, or nonaggressive friends: A four-year longitudinal study. Merrill Palmer Quarterly, 57(2), 186-213.
• Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., y Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psypathology perspective. En D. Cicchetti y D.J. Cohen (Eds.), Developmental psychopathology (2nd ed., Vol. 1, pp. 419-493). New York: Wiley.
• Preddy, T. M., y Fite, P. J. (2012). Differential associations between relational and overt aggression and childrenś psychosocial adjustment. Journal of Psychopathology and Behavioral Assessment. Doi: 10.107/s10862-011-9274-1.
• Putallaz, M., Grimes, C. L., Foster, K. J., Kupersmidt, J. B., Coie, J. D., y Dearing, K. (2007). Overt and relational aggression and victimization: multiple perspectives within the school setting. Journal of School Psychology, 45, 523-547.
• Rapport, M. D., Scanlan, S. W., y Denney, C. B. (1999). Attention-deficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways. Journal of Child Psychology and Psychiatry, 40, 1169-1183.
• Ray, C. E., y Elliot, S. N. (2006). Social adjustment and academic achievement: A predictive model for student with diverse academic and behavior competencies. School Psychology Review, 35(3), 493-501.
• Rubin, K. H., Bukowski, W. M, y Parker, J.G. (2006). Peer interactions, relationships, and groups. En W. Damon, R. M. Lerner, y N. Eisenberg (Eds.), Handbook of child psychogy (6th ed., Vol. 3, pp. 571-645). New York: Wiley.
• Sandoval, M., Lemos, S., y Vallejo, G. (2006). Competences and problems in Spanish adolescents: A normative study of the YSR. Psicothema, 18, 804-809.
• Schwartz, D., Gorman, A. H., Dodge, K. A., Pettit, G. S., y Bates, J. E. (2008). Friendships with peers who are low or high in aggression as moderators of the link between peer victimization and declines in academic functioning. Journal of Abnormal Child Psychology, 36, 719-730.
• Silva, F. y Martorell, M. C. (1999). BAS 1-2. Batería de socialización para profesores y padres (3a. ed.). Madrid: TEA.
• Tu, K. M., Erath, S. A., y Flanagan, K. S. (2012). Can socially adept friends protect peer-victimized early adolescents against lower academic competence? Journal of Applied Developmental Psychology, 33, 24-30
• Wechsler, D. (2000). WISC-R. Escala de Inteligencia Wechsler para niños-Revisada. (7a. ed.). Madrid: TEA.
• Zubeidat, I., Fernández-Parra, A., Ortega, J., Vallejo, M. A., Sierra, J. C. (2009). Características psicosociales y psicopatológicas en una muestra de adolescentes españoles a partir del Youth Self-Report/11-18. Anales de Psicología, 25(1), 60-69.