Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad

Referencias bibliográficas

• Abusamra, V., Ferreres, A., Raiter, A., de Beni, R. & Cornoldi, C. (2010). Test Leer para Comprender TLC. Evaluación de la comprensión de textos. Buenos Aires, Argentina: Paidós.
• Ameral, V., Palm Reed, K. M., Cameron, A. & Armstrong, J. L. (2014). What are measures of distress tolerance really capturing? A mixed methods analysis. Psychology of Consciousness: Theory, Research, and Practice, (11), 1–14. http://dx.doi.org/10.1037/cns0000024
• Andrés, M. L., Richaud de Minzi, M. C., Castañeiras, C., Canet-Juric, L. & Rodríguez-Carvajal, R. (2016). Neuroticism and depression in children: The role of cognitive emotion regulation strategies. The Journal of Genetic Psychology, 177(2), 55–71. http://dx.doi.org/10.1080/00221325.2016.1148659
• Ben-Zeev, T., Fein, S. & Inzlicht, M. (2005). Arousal and stereotype threat. Journal of Experimental Social Psychology, 41(2), 174–181. http://dx.doi.org/10.1016/j.jesp.2003.11.00
• Berger, C., Milicic, N. & Alcalay, L. (2014). Programa para el Bienestar y Aprendizaje Socioemocional en estudiantes de tercero y cuarto grado: descripción y evaluación de impacto. Revista Latinoamericana de Psicología, 46(3), 169–177. http://dx.doi.org/10.1016/S0120-0534(14)70020-2
• Berking, M. & Whitley, B. (2014). The Adaptive Coping with Emotions model (ACE Model). En M. Berking, & B. Whitley (Eds.), Affect Regulation Training. A Practitioners’ Manual (pp. 19–29). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4939-1022-9 3
• Best, J. R., Miller, P. H. & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180–200.
• Cummings, J. R., Bornovalova, M. A., Ojanen, T., Hunt, E., MacPherson, L. & Lejuez, C. (2013). Time doesn’t change everything: The longitudinal course of distress tolerance and its relationship with externalizing and internalizing symptoms during early adolescence. Journal of Abnormal Child Psychology, 41(5), 735–748. http://dx.doi.org/10.1007/s10802-012-9704-x
• Daughters, S. B., Reynolds, E. K., Macpherson, L., Khaler, C. W., Danielson, C. K. & Zvolensky, M. (2009). Distress tolerance and early adolescent externalizing and internalizing symptoms: The moderating role of gender and ethnicity. Behaviour Research and Therapy, 47(3), 198–205. http://dx.doi.org/10.1016/j.brat.2008.12.001
• Davis, E. L. & Levine, L. J. (2013). Emotion regulation strategies that promote learning: Reappraisal enhances children’s memory for educational information. Child Development, 84(1), 361–374. http://dx.doi.org/10.1111/j. 1467-8624.2012.01836.x
• De Mier, M., SánchezAbchi, V. S. & Borzone, A. M. (2012). Narrative and expository text reading comprehension by fourth grade Spanish-speaking children. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 6(6), 1670–1673.
• Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, 68(4), 497–515. http://dx.doi.org/10.1080/00131911.2016.1144559
• Graziano, P. A., Reavis, R. D., Keane, S. P. & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19. http://dx.doi.org/10.1016/j.jsp.2006.09.002
• Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. En J. J. Gross (Ed.), Handbook of Emotion Regulation (2nd ed, pp. 3–20). New York London: The Guilford Press.
• Gumora, G. & Arsenio, W. F. (2002). Emotionality, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40(5), 395–413. http://dx.doi.org/10.1016/S0022-4405(02)00108-5
• Hill, N. E. & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95(1), 74–83. http://dx.doi.org/10.1037/0022-0663.95.1.74
• Hollingshead, A. B. (2011). Four Factor Index of Social Status. Yale Journal of Sociology, 8, 21–52.
• Howse, B. R. B., Calkins, S. D., Anastopoulos, A. D., Keane, S. P. & Shelton, T. L. (2003). Regulatory contributors to children’s kindergarten achievement. Early Education and Development, 14, 101–119.
• Ivcevic, Z. & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit and emotion regulation ability. Journal of Research in Personality, 52, 29–36. http://dx.doi.org/10.1016/j.jrp.2014.06.005
• Jamieson, J. P., Mendes, W. B., Blackstock, E. & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46(1), 208–212. http://dx.doi.org/10.1016/j.jesp.2009.08.015
• Johns, M., Inzlicht, M. & Schmader, T. (2008). Stereotype threat and executive resource depletion: Examining the influence of emotion regulation. Journal of Experimental Psychology: General, 137(4), 691–705. http://dx.doi.org/10.1037/a0013834
• Kikas, E. & Silinskas, G. (2016). Task persistence mediates the effect of children’s literacy skills on mothers’ academic help. Educational Psychology, 36(5), 975–991. http://dx.doi.org/10.1080/01443410.2015.1045836
• Lam, G. (2014). A theoretical framework of the relation between socioeconomic status and academic achievement of students. Education, 134(3), 326–331.
• Lejuez, C. W., Daughters, S. B., Danielson, C. W. & Ruggiero, K. (2006). The Behavioral Indicator of Resiliency to Distress (BIRD). Manuscrito inédito.
• Leroy, V., Grégoire, J., Magen, E., Gross, J. J. & Mikolajczak, M. (2012). Resisting the sirens of temptation while studying: Using reappraisal to increase focus, enthusiasm, and performance. Learning and Individual Differences, 22(2), 263–268. http://dx.doi.org/10.1016/j.lindif.2011.10.003
• Luo, W., Ng, P. T., Lee, K. & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective. Learning and Individual Differences, 50, 275–282. http://dx.doi.org/10.1016/j.lindif.2016.07.017
• MacPherson, L., Reynolds, E. K., Daughters, S. B., Wang, F., Cassidy, J., Mayes, L. C., et al. (2011). Positive and negative reinforcement underlying risk behavior in early adolescents. Prevention Science: The Official Journal of the Society for Prevention Research, 11(3), 331–342. http://dx.doi.org/10.1007/s11121-010-0172-7
• Martin, R. E. & Ochsner, K. N. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142–148. http://dx.doi.org/10.1016/j.cobeha.2016.06.006
• Nelson, T. O. & Narens, L. (1990). Metamemory: A theoretical framework and new findings. En G. H. Bower (Ed.), The Psychology of Learning and Motivations (26) (pp. 125–173). San Diego, CA: Academic Press.
• Paris, S. G. & Hamilton, E. E. (2014). The development of children’s reading comprehension. En S. E. Israel, & G. G. Duffy (Eds.), Handbook of Research on Reading Comprehension. New York, NY: Routledge.
• Pascual, L., Galperín, C. Z. & Bornstein, M. H. (1993). La medición del nivel socioeconómico y la psicología evolutiva: El caso argentino. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 27, 59–74.
• Pastuszak, J., Hill, B., Foster, J., Musso, M., Fields, K. & Russ, K. (2014). C-74Self-Reported acute anxiety moderates the relationship between IQ and math achievement but not reading or writing achievement. Archives of Clinical Neuropsychology, 29(6), 601. http://dx.doi.org/10.1093/arclin/acu038.255
• Peixoto, F., Sanches, C., Mata, L. & Monteiro, V. (2016). How do you feel about math? Relationships between competence and value appraisals, achievement emotions and academic achievement. European Journal of Psychology of Education, 1–21. http://dx.doi.org/10.1007/s10212-016-0299-4
• Peng, P., Namkung, J., Barnes, M. & Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455–473. http://dx.doi.org/10.1037/edu0000079
• Punaro, L. & Reeve, R. (2012). Relationships between 9-year-olds’ math and literacy worries and academic abilities. Child Development Research, 2012, 7359089. http://dx.doi.org/10.1155/2012/359089
• Resolución N.◦ 2857. Lineamientos para el comportamiento ético en las Ciencias Sociales y Humanidades. Buenos Aires, Argentina, 2006 [consultado 15 Feb 2017]. Recuperado de http://convocatorias.conicet.gov.ar/wpcontent/uploads/sites/ 3/RD-20061211-2857.pdf.
• Rice, J. A., Levine, L. J. & Pizarro, D. A. (2007). Just stop thinking about it: Effects of emotional disengagement on children’s memory for educational material. Emotion, 7(4), 812–823.
• Sautú, R. (1989). Teoría y técnica en la medición del status ocupacional: Escalas objetivas de Prestigio [Theory and technique in measuringoccupational status: Objective Prestige Scales] Documento de trabajo. Buenos Aires: UBA. Institute of Social Sciences.
• Schulz, A., Lemos, V. & Richaud, M. C. (Junio 2009). Validation of the positive affect and negative affect schedule-child form (PANAS-C) in Argentine children. Presentado en el XXXII Interamerican Congress of Psychology, Guatemala,
• Snelbaker, A. J., Wilkinson, G. S., Robertson, G. J. & Glutting, J. J. (2001). Wide Range Achievement Test 3 (WRAT3). En W. I. Dorfman, & M. Hersen (Eds.), Understanding Psychological Assessment (pp. 259–274). New York, NY: Springer US.
• Steinmayr, R., Meibner, A., Weidinger, A. & Wirthwein, L. (2015). Academic Achievement. Oxford: UK: Oxford Bibliographies.
• Tõeväli, P. K. & Kikas, E. (2016). Relations among parental causal attributions and children’s math performance and task persistence. Educational Psychology, 37, 1–14. http://dx.doi.org/10.1080/01443410.2016.1225949
• Toll, S. W., van der Ven, S. H., Kroesbergen, E. H. & van Luit, J. E. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44(6), 521–532. http://dx.doi.org/10.1177/0022219410387302
• Trentacosta, C. J. & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77–88. http://dx.doi.org/10.1037/1528-3542.7.1.77
• Tull, M. T. & Aldao, A. (2015). New directions in the science of emotion regulation. Current Opinion in Psychology, 3, 1–18. http://dx.doi.org/10.1016/j.copsyc.2015.03.009
• Vernucci, S., CanetJuric, L., Andrés, M. L. & Burín, D. (2017). Comprensión lectora y cálculo matemático: el rol de la memoria de trabajo en niños de edad escolar. Psykhe, 26(2), 1–13, https://doi.org/10.7764/psykhe.26.2.1047.
• Watson, D., Clark, L. & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. http://dx.doi.org/10.1037/0022-3514.54.6.1063
• Weaver, C. A. & Kintsch, W. (1991). Expository text. En R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), The Handbook of Reading Research (2) (pp. 230–245). White Plains, NY: Longman.
• Wilkinson, G. S. (1993). Wide Range Achievement Test 3. Wilmington, DE: Wide Range.
• Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: Harper Collins.
• York, T., Gibson, C. & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(5), 1–20.