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Inclusion, social-emotional learning, aggressiveness, emotional instability, childhood, primary education
Aber, J.L., Brown, J.L., & Jones, S.M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39(2), 324-348. https://doi.org/10.1037/0012-1649.39.2.324
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving Schools, Developing Inclusion. Routledge. https://doi.org/10.4324/9780203967157
Arens, A.K., Morin, A.J., & Watermann, R. (2015). Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator? Learning and Instruction, 39, 184-193. https://doi.org/10.1016/j.learninstruc.2015.07.001
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193-209. https://doi.org/10.1207/s15327957pspr0303_3
Berger, K.S. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27(1), 90-126. https://doi.org/10.1016/j.dr.2006.08.002
Bierman, K.L., Domitrovich, C.E., Nix, R.L., Gest, S.D., Welsh. J.A., Greenberg, M.T., Blair, C., Nelson, K.E., & Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start Program. Child Development, 79(6), 1802-1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x
Caprara, G.V., & Pastorelli, C. (1993). Early emotional instability, prosocial behavior, and aggression: some methodological aspects. European Journal of Personality, 7(1), 19-36. https://doi.org/10.1002/per.2410070103
Carrington, S.B., & Selva, G. (2010). Critical social theory and transformative learning: evidence in pre-service teachers’ service-learning reflection logs. Higher Education Research and Development, 29(1), 45-57. https://doi.org/10.1080/07294360903421384
Cerdá, G., Pérez, C., Elipe, P., Casas, J.A., & Del-Rey, R. (2019). Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria. Revista de Psicodidáctica, 24(1), 46-52. https://doi.org/10.1016/j.psicod.2018.05.001
Cicchetti, D., & Gunnar, M.R. (2008). Integrating biological measures into the design and evaluation of preventive intervention. Development and Psychopathology, 20(3), 737-743. https://doi.org/10.1017/S0954579408000357
Cliff, N. (1993). Dominance statistics: Ordinal analyses to answer ordinal questions. Psychological Bulletin, 114(3), 494-509. https://doi.org/10.1037/0033-2909.114.3.494
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
Coll, C. (2013). El currículo escolar en el marco de la nueva ecología del aprendizaje. Aula de Innovación Educativa, 219, 31-36. http://bit.ly/38rH6uN
De-Pedro, K.T., Gilreath, T., & Berkowitz, R. (2016). A latent class analysis of school climate among middle and high school students in California public schools. Children and Youth Services Review, 63, 10-15. https://doi.org/10.1016/j.childyouth.2016.01.023
Del-Barrio, M.V., Moreno, C., & López, R. (2001). Evaluación de la agresión e inestabilidad emocional en niños españoles y su relación con la depresión. Clínica y Salud, 12(1), 33-50. http://bit.ly/2ZzZAFy
Díez-Gutiérrez, E.J., & Díaz-Nafría, J.M. (2018). Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica ?Ubiquitous learning ecologies for a critical cyber-citizenship?. Comunicar, 54, 49-58. https://doi.org/10.3916/C54-2018-05
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta?analysis of school?based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Eisenberg, N., & Sulik, M.J. (2012). Emotion-related self-regulation in children. Teaching of Psychology, 39(1), 77-83. https://doi.org/10.1177/0098628311430172
Farrington, D.P. (2005). Childhood origins of antisocial behavior. Clinical Psychology and Psychotherapy, 12, 177-190. https://doi.org/10.1002/cpp.448
Gómez-Zepeda, G., Petreñas, C., Sabando, D., & Puigdellívol, I. (2017). The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all. Teaching and Teacher Education, 64, 127-138. https://doi.org/10.1016/j.tate.2017.02.002
González-Sanmamed, M., Muñoz-Carril, P.C., & Santos-Caamaño, F.J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805
Greenberg, M.T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Science, 1094(1), 139-150. https://doi.org/10.1196/annals.1376.013
Grissom, R.J., & Kim, J.J. (2012). Effect sizes for research: Univariate and multivariate applications. Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780203803233
Harris, A. (2011). System improvement through collective capacity building. Journal of Educational Administration, 49(6), 624-636. https://doi.org/10.1108/09578231111174785
Hawkins, J.D., Smith, B.H., & Catalano, R.F. (2004). Social development and social and emotional learning. In J.E. Zins, R.P. Weissberg, M.C. Wang, & H.J. Walberg (Eds.). Building academic success on social and emotional learning: What does the research say? (pp. 135-150). Teachers College Press. https://bit.ly/3exIjC8
Izard, C.E. (2002). Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128(5), 796-824. https://doi.org/10.1037/0033-2909.128.5.796
Jones, S. M., Brown, J.L., Hoglund, W L., & Aber, J.L. (2010). A school-randomized clinical trial of an integrated social - emotional learning and literacy intervention: Impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78(6), 829-842. https://doi.org/10.1037/a0021383
Kokko, K., Tremblay, R.E., Lacourse, E., Nagin, D.S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16(3), 403-428. https://doi.org/10.1111/j.1532-7795.2006.00500.x
Lösel, F., & Beelman, A. (2003). Effects of child skills training in preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587, 84-109. https://doi.org/10.1177/0002716202250793
Malti, T., Ribeaud, D., & Eisner, M. P. (2011). The effectiveness of two universal preventive interventions in reducing children's externalizing behavior: A cluster randomized controlled trial. Journal of Clinical Child & Adolescent Psychology, 40(5), 677-692. https://doi.org/10.1080/15374416.2011.597084
Mann, H. B., & Whitney, D.R. (1947). On a test of whether one of two random variables is stochastically larger than the other. The Annals of Mathematical Statistics, 18(1), 50-60. https://doi.org/10.1214/aoms/1177730491
Martínez-Rodríguez, R.C., & Benítez-Corona, L. (2020). La ecología del aprendizaje resiliente en ambientes ubicuos ante situaciones adversas ?The ecology of resilience learning in ubiquitous environments to adverse situations?. Comunicar, 62, 43-52. https://doi.org/10.3916/C62-2020-04
Masten, A.S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491-495. https://doi.org/10.1017/S0954579410000222
Masten, A.S., Roisman, G.I., Long, J.D., Burt, K.B., Obradovi?, J., Riley, J.R., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41(5), 733–746. https://doi.org/10.1037/0012-1649.41.5.733
McCormack, L., Finlayson, O.E., & McCloughlin, T.J. (2014). The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland. International Journal of Science Education, 36(17), 2892-2917. https://doi.org/10.1080/09500693.2014.938711
Mestre, M.V., Tur, A. M., Samper, P., & Latorre, A. (2010). Inestabilidad emocional y agresividad: factores Predictores ?Emotional instability and aggressiveness: Predicting factors?. Ansiedad y Estrés, 16(1), 33-45. http://bit.ly/3dTlVTy
Mestre, M.V., Tur-Porcar, A.M., Samper, P., & Malonda, E. (2011). Programa de educación de las emociones: La Con-Vivencia ?Emotional education program: The Co-Experience?. Tirant lo Blanch Humanidades.
Olweus, D. (1991). Bully/victim problems among schoolchildren: Basic facts and effects of a school based intervention program. In D.J. Pepler & K.H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 411-448). Lawrence Erlbaum Associates, Inc.
Palmen, H., Vermande, M.M., Dekovic, M., & van-Aken, M.A.G. (2011). Competence, problem behavior, and the effects of having no friends, aggressive friends, or non-aggressive friends: A four-year longitudinal study. Merrill-Palmer Quarterly, 57(2), 186-213. https://doi.org/10.1353/mpq.2011.0010
Portnow, S., Downer, J.T., & Brown, J. (2018). Reductions in aggressive behavior within the context of a universal, social emotional learning program: Classroom-and student-level mechanisms. Journal of School Psychology, 68, 38-52. https://doi.org/10.1016/j.jsp.2017.12.004
Raver, C. C., Jones, S.M., Li?Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low?income preschoolers’ preacademic skills: self-regulation as a mediating mechanism. Child Development, 82(1), 362-378. https://doi.org/10.1111/j.1467-8624.2010.01561.x
Salisch, M., Haenel, M., & Freund, P. A. (2013). Emotion understanding and cognitive abilities in young children. Learning and Individual Differences, 26, 15-19. https://doi.org/10.1016/j.lindif.2013.04.001
Schenke, K., Lam, A.M., Conley, A., & Karabnick, S. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146. https://doi.org/10.1016/j.cedpsych.2015.01.003
Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017). Promoting positive youth development through school?based social and emotional learning interventions: A meta?analysis of follow?up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
UNESCO (Ed.) (2013). Hacia un aprendizaje universal. Recomendaciones de la Comisión Especial sobre Métricas de los Aprendizajes. UNESCO-UIS/Brookings Institution. https://doi.org/10.15220/978-92-9189-140-5-sp
Weissberg, R.P., Kumpfer, K., & Seligman, M.E.P. (2003). Prevention that works for children and youth: An introduction. American Psychologist, 58(6-7), 425-432. https://doi.org/10.1037/0003-066x.58.6-7.425
Wilson, D.B., Gottfredson, D.C., & Najaka, S.S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17(3), 247-272. https://doi.org/10.1023/A:1011050217296
Wilson, S.J., & Lipsey, M.W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), 130-143. https://doi.org/10.1016/j.amepre.2007.04.011