Problemas externalizados, aptitudes intelectuales y coeficiente intelectual en niños de dos a cinco años

Externalizing problems, intellectual aptitudes and IQ in children aged two to five years

dc.creatorRomero Acosta, Kelly
dc.creatorCalleja-Anaya, Daniel
dc.creatorCorrea Solis, Karla Alejandra
dc.creatorHurtado Arellano , Ciara
dc.creatorJuárez Sánchez, Oscar
dc.creatorFonseca Beltrán, Leodanis
dc.creatorDoria, Daniela
dc.creatorVergara Alvarez, Maria Laura
dc.date2023-01-28T19:59:32Z
dc.date2023-01-28T19:59:32Z
dc.date2022-12-15
dc.date.accessioned2023-10-03T19:50:28Z
dc.date.available2023-10-03T19:50:28Z
dc.identifierCalleja-Anay, D., Correa-Solis, K., Hurtado-Arellano, C., Juárez-Sánchez, O., Fonseca-Beltrán, L., Doria-Dávila, D., Vergara-Álvarez, M. y Romero-Acosta, K. (2023). Problemas externalizados, aptitudes intelectuales y coeficiente intelectual en niños de dos a cinco años. Cultura, Educación y Sociedad, 14(1), 145–160. DOI: http://dx.doi.org/10.17981/cultedusoc.14.1.2023.08
dc.identifier2145-9258
dc.identifierhttps://hdl.handle.net/11323/9839
dc.identifier10.17981/cultedusoc.14.1.2023.08
dc.identifier2389-7724
dc.identifierCorporación Universidad de la Costa
dc.identifierREDICUC - Repositorio CUC
dc.identifierhttps://repositorio.cuc.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9172534
dc.descriptionIntroducción: Existe poca información sobre la relación entre los problemas externalizantes, las aptitudes intelectuales y el coeficiente intelectual. Objetivo: analizar la relación entre los problemas externalizados, aptitudes intelectuales y el coeficiente intelectual en niños de dos a cinco años de edad. Metodología: Paradigma positivista, enfoque cuantitativo, tipo correlacional, corte transaccional y diseño no experimental. Participaron 189 cuidadores, entre 28 y 68 años (M = 45.16), sus hijos tenían edades entre dos y cinco años (M = 4.40). Los instrumentos utilizados fueron: una escala de inteligencia y una escala del comportamiento para niños. Resultados y discusión: El comportamiento agresivo se relacionó con la capacidad viso espacial (p = .220) y la velocidad de procesamiento (p = –.242). El comportamiento oposicionista se asoció con la capacidad viso espacial (p = .238), el razonamiento fluido (P = .433), el índice no verbal (P= .320), la capacidad general (p = .248) y el coeficiente intelectual general (p = .263). Los problemas externalizados se relacionaron con la capacidad viso espacial (p = .185) y la velocidad de procesamiento (p = –.225). En la regresión lineal, el comportamiento agresivo (p = .028) y las conductas externalizantes (p = .048) se asociaron a la velocidad de procesamiento. Conclusiones: se pueden generar nuevas perspectivas en el abordaje de niños y niñas de educación inicial con problemas externalizados, desde la integración de estrategias más eficaces que tengan en cuenta problemas asociados con la velocidad del procesamiento de la información
dc.descriptionIntroduction: There is little information on the relationship between externalizing problems, intellectual aptitudes and IQ. Objective: To analyze the relationship between externalizing problems, intellectual abilities and IQ in children between two and five years of age. Methodology: This is a quantitative study, whose sample is made up of 189 caregivers, between 28 and 68 years old (M = 45.16); children were between two and five years old (M = 4.40). An intelligence scale and a behavioral scale for children were used. Results and discussion: Pearson’s correlation analysis indicates that aggressive behavior was related to visual spatial ability (p = .220) and processing speed (p = –.242). Oppositional behavior was associated with visual spatial ability (p = .238), fluent reasoning (P = .433), non-verbal index (P = .320), general ability (p = .248) and general IQ (p = .263). Externalized problems were related to visual spatial capacity (p = .185) and processing speed (p = –.225). In linear regression, aggressive behavior (p = 0.028) and externalizing behaviors (p = .048) were associated with processing speed. Conclusions: The findings of this research can generate new perspectives in the approach of early childhood children with externalized problems. More effective strategies can be developed that take into account potential problems with the speed of information processing
dc.format16 páginas
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dc.languagespa
dc.publisherCorporación Universidad de la Costa
dc.publisherColombia
dc.relationCultura Educación y Sociedad
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dc.rightsDerechos de autor 2022 CULTURA EDUCACIÓN Y SOCIEDAD
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.sourcehttps://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/3533
dc.subjectCoeficiente intelectual
dc.subjectProblemas externalizados
dc.subjectPreescolares
dc.subjectCuidadores
dc.subjectIQ
dc.subjectExternalizing problems
dc.subjectPreschoolers
dc.subjectCaregivers
dc.titleProblemas externalizados, aptitudes intelectuales y coeficiente intelectual en niños de dos a cinco años
dc.titleExternalizing problems, intellectual aptitudes and IQ in children aged two to five years
dc.typeArtículo de revista
dc.typehttp://purl.org/coar/resource_type/c_6501
dc.typeText
dc.typeinfo:eu-repo/semantics/article
dc.typehttp://purl.org/redcol/resource_type/ART
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