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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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2012, Contributions of behavior analysis to higher education, 523\nBonardi, 2013\nBranch, 1999, Statistical inference in behavior analysis: Some things significance testing does and does not do, The Behavior Analyst, 22, 87, 10.1007\u002FBF03391984\n2014\nChase, 1985, Designing courseware: Prompts from behavioral instruction, The Behavior Analyst, 8, 65, 10.1007\u002FBF03391913\nChase, 2012\nChase, 2007\nChase, 2008\nEichner, 2007\nGlaser, 1965\nHorner, R. & Spaulding, S. (in press). Single-case research designs. Encyclopedia. Springer.\niLearn.com (October, 2014). iLearn. Retrieved from http:\u002F\u002Filearn.com\nJohnson, 1977\nKazdin, 2003\nKratochwill, 2010\nKulik, 1979, A meta-analysis of outcome studies of Keller’s Personalized System of Instruction, American Psychologist, 34, 307, 10.1037\u002F0003-066X.34.4.307\nLavelle, 2013\nMarkle, 1967, Empirical testing of programs, 104\nMechner, F. (in press). Behavioral technology and education reform. Beverly, MA: Cambridge Center for Behavioral Studies.\nMiller, 1972, A multiple baseline achievement test, 393\n2012\nWalker, 2006\n2012",{"EN":686},"Gathering Evidence for Distance Education11The author wishes to acknowledge the following people for their assistance in developing the methods described in this article: Robert Collins, Chata Dickson, Charles Hamad, T.V. Joe Layng, Andrew Lightner, Harold Lobo, Kristin Mayfield, John Rochford, Janet Twyman, and Vennessa Walker. 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A meta-analysis of intervention research, School Psychology Quarterly, 23, 26, 10.1037\u002F1045-3830.23.1.26\nMendoza, 2009, Taller para la detección de casos de abuso sexual infantil en niños de educación básica, Revista Iberoamericana de Psicología, 17, 13\nMendoza, 2013, Programa anti-bullying para mejorar la convivencia escolar, 229\nMendoza, 2014\nMendoza, 2014\nOlweus, 2001, Bullying at school: Tackling the problem, Observer, 225, 24\nNese, 2014, Decreasing bullying behaviors in middle school: Expect respect, School Psychology Quarterly, 29, 272, 10.1037\u002Fspq0000070\nPatterson, 1982\nSantoyo, 2007\nSchultes, 2014, Measuring implementation of a school-based violence prevention program, ZeitschriftfürPsychologie, 222, 49\nStephens, 2011, Preventing and confronting school bullying: A comparative study of two national programmes in Norway, British Educational Research Journal, 37, 381, 10.1080\u002F01411921003692868",{"ES":739},"Evaluación de un Programa de Intervención para Disminuir el Acoso Escolar y la Conducta Disruptiva11Se agradece al financiamiento del Proyecto PRODEP(752905) DSA\u002F103.5\u002F14\u002F 7529",{"VOID":741},"10.1016\u002Fs2007-4719(15)30015-6","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS2007471915300156",[744],{"id":745,"sortIndex":36,"researcher":26,"roles":746,"affiliations":747,"properties":758},"60fa3e19-4a3c-47ed-9c44-7f92146aa5e7",[696],[748],{"id":26,"sortIndex":36,"affiliation":749,"properties":26},{"id":750,"createTime":751,"updateTime":752,"relativeEntities":753,"slug":754,"properties":755,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"b9119990-5767-47e6-b9fb-36d29f49cc80","2023-12-20T18:53:32.159+00:00","2025-01-26T02:57:22.175+00:00",[],"Universidad-Aut%C3%B3noma-del-Estado-de-M%C3%A9xico",{"title":756},{"VI":757},"Universidad Autónoma del Estado de México",{"title":759},{"VI":760},"Brenda Mendoza González",{"url":742,"publisher":762,"properties":770},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":763,"slug":663,"properties":764,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":767,"manageAffiliations":768,"indexDatabases":769,"url":26,"thumbnailPath":26,"statistic":26,"gsStatistic":26,"type":26,"analyzePriority":26},[],{"issn":765,"title":766},{"VOID":666},{"EN":668},[],[],[],{"volume":771,"pages":773},{"VOID":772},"5",{"VOID":774},"1947-1959","2015-08-01",2015,{"id":778,"createTime":779,"updateTime":780,"relativeEntities":781,"slug":782,"properties":783,"entityType":689,"verifyStatus":25,"verifyTime":790,"verifyNote":690,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"primaryUrl":791,"fullTextUrl":26,"authors":792,"publicationType":711,"publisherRelationship":820,"citationCount":26,"citationInfo":26,"publishDate":834,"publishYear":835,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":26,"isForceReanalyzing":728},"5e640e20-5659-4f0c-9db6-7c07c8de2b5d","2023-12-25T19:30:15.882+00:00","2025-01-18T16:48:47.289+00:00",[],"Relaci%C3%B3n-entre-madurez-neuropsicol%C3%B3gica-y-presencia-ausencia-de-la-conducta-de-gateo",{"references":784,"title":786,"doi":788},{"VOID":785},"Alonso, A. (2011). Madurez neuropsicológica en niños de nivel inicial (Tesis de pregrado) [consultado 5 Feb 2015]. Disponible en: Biblioteca digital de la Universidad del Aconcagua. http:\u002F\u002Fbibliotecadigital.uda.edu.ar\u002Fobjetos_digitales\u002F230\u002Ftesis-1312-madurez.pdf\nAsociación Americana de Psicología, APA (2010). Principios éticos de los psicólogos y código de conducta [consultado 2 Jun 2015]. Disponible en: http:\u002F\u002Fwww.proyectoetica.org\u002Fdescargas\u002Fnormativas_deontologicas\u002FAPA%202010.pdf\nÁvila, 2012, Adaptación del Cuestionario de madurez Neuropsicológica Infantil Cumanin de Portellano, Revista iberoamericana de psicología: ciencia y tecnología, 5\nCando, G.A. (2011). El gateo y su relación con la ubicación espacial en niños de 8 y 10 meses en la guardería «Carrusel de ilusiones» de la ciudad de Ambato (Tesis de pregrado) [consultado 21 Feb 2015]. Disponible en el repositorio de la Universidad Técnica de Ambato. http:\u002F\u002Frepositorio.uta.edu.ec\u002Fbitstream\u002F123456789\u002F7048\u002F1\u002FCando%20Suque%20%20Giovanna%20Alejandra.pdf.\nGarcía, T.A. (2009). La psicomotricidad en la educación infantil [consultado 23 Feb 2015]. Disponible en: http:\u002F\u002Fwww.csicsif.es\u002Fandalucia\u002Fmodules\u002Fmod_ense\u002Frevista\u002Fpdf\u002FNumero_16\u002FTAMARA_ARDANAZ_1.pdf.\nHernández, 2010\nMatute, 2007\nMundi, V.M. (2013). Estudio comparativo del perfil neuropsicológico de alumnos de Educación Primaria en función de su rendimiento académico. [Tesis de maestría]. Universidad Internacional de La Rioja, España [consultado 1 Abr 2015]. Disponible en: http:\u002F\u002Freunir.unir.net\u002Fbitstream\u002Fhandle\u002F123456789\u002F1317\u002F2013_01_03_TFM_ESTUDIO_DEL_TRABAJO.pdf?sequence=1.\nPapalia, 2010, 129\nPollitt, 2010, Desarrollo motor como indicador del desarrollo infantil durante los dos primeros años de vida, Revista de Psicología, 28, 381, 10.18800\u002Fpsico.201002.007\nPortellano, 2012\nPortellano, 2000\nRamírez, 2013, Desarrollo psicomotor y alteraciones cognitivas en escolares con alteraciones en el neurodesarrollo, Revista Cubana de Neurología y Neurocirugía, 3\nRosselli, 2010, 15\nRubio, C.C. (2009). Desarrollo motor en la infancia. Innovaciones y experiencias educativas, 18 [consultado 7 Feb 2015]. Disponible en http:\u002F\u002Fwww.csi-csif.es\u002Fandalucia\u002Fmodules\u002Fmod_ense\u002Frevista\u002Fpdf\u002FNumero_18\u002FCLARA_COLETO_RUBIO02.pdf.\nTernera, 2010, Importancia del desarrollo motor en relación con los procesos evolutivos del lenguaje y la cognición en niños de 3 a 7 años en la ciudad de Barranquilla (Colombia), Salud Uninorte\nTisalema, P.X. (2014). El gateo y su incidencia en el desarrollo psicomotor de los niños y niñas prematuros que asisten al área de estimulación temprana del instituto ecuatoriano de seguridad social Ambato en el período marzo-agosto 2013 [Tesis de posgrado; consultado 4 Feb 2015]. Disponible en el Repositorio de la Universidad Técnica de Ambato. http:\u002F\u002Frepositorio.uta.edu.ec\u002Fbitstream\u002F123456789\u002F7515\u002F1\u002FTisalema%20Guamanquispe%20Paola%20Ximena.pdf.\nUriarte, R. (2012). La importancia del gateo en el desarrollo motor [consultado 13 Feb 2015]. Disponible en: http:\u002F\u002Festimulacionydesarrollo.blogspot.com\u002F2012\u002F03\u002Fla-importancia-del-gateo-en-el.html.\nUrzúa, 2010, Maduración neuropsicológica en preescolares: propiedades psicométricas del test CUMANIN, Terapia Psicológica, 28\nValdez, P. (2008). Introducción a la Neuropsicología [consultado 15 Abr 2015]. Disponible en: http:\u002F\u002Fwww.neuropsi.org\u002FValdez_Introd_Npsic_2008.pdf.",{"ES":787},"Relación entre madurez neuropsicológica y presencia–ausencia de la conducta de gateo",{"VOID":789},"10.1016\u002Fj.aipprr.2016.06.008","2025-01-18T16:48:47.288+00:00","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS2007471916300205",[793,808],{"id":794,"sortIndex":36,"researcher":26,"roles":795,"affiliations":796,"properties":805},"04bca88e-c59b-4b8b-9b42-0cc31ff5599f",[696],[797],{"id":26,"sortIndex":36,"affiliation":798,"properties":26},{"id":799,"createTime":800,"updateTime":800,"relativeEntities":801,"slug":26,"properties":802,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"c12411e1-7d09-4c88-9d63-6523f8041858","2023-12-25T19:30:15.900+00:00",[],{"title":803},{"VI":804},"Escuela de Psicología, Facultad de Ciencias de la Salud, Universidad Pedagógica y Tecnológica 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2012, Adolescents, parents and monitoring: A review of constructs with attention to process and theory, Journal of Family Theory & Review, 4, 1, 10.1111\u002Fj.1756-2589.2011.00112.x\nAndrade-Palos, 2008, Prácticas parentales: una medición integral, XII, 561\nAndrade-Palos, 2012, Prácticas parentales y sintomatología depresiva en adolescentes, Salud Mental, 35, 29\nArranz, 2004\nArrindell, 2005, The Short-EMBU in Australia, Spain, and Venezuela: Factorial invariance, and associations with sex roles, self-esteem, and eysenckian personality dimensions, European Journal of Psychological Assessment, 21, 56, 10.1027\u002F1015-5759.21.1.56\nBalzano, 2003, No todo el tiempo pasado fue mejor…Percepciones de las diferencias generacionales en la crianza y educación de los hijos, Estudios sobre las Culturas Contemporáneas, 9, 103\nBarber, 1986, Multiple dimensions of parental supportive behavior: The case for physical affections, Journal of Marriage and the Family, 48, 783, 10.2307\u002F352571\nBarber, 1996, Parental psychological control: Revisiting a neglected construct, Child Development, 67, 3296, 10.2307\u002F1131780\nBaumrind, 1971, Harmonious parents and their preschool children, Developmental Psychology, 4, 99, 10.1037\u002Fh0030373\nBaumrind, 1991, The influence of parenting style on adolescent competence and substance use, Journal of Early Adolescence, 11, 56, 10.1177\u002F0272431691111004\nBowers, 1994, Perceived family relationship of bullies victim and bully\u002Fvictims in middle childhood, Journal of Personality and Social Psychology Relationship, 11, 215, 10.1177\u002F0265407594112004\nCanavarro, 2007, A percepção dos filhos sobre os estilos educativos parentais: A versão portuguesa do EMBU-C, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 24, 193\nCarrasco, 2007, Análisis de la estructura del cuestionario de comportamiento parental para niños (CRPBI) en población española, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 24, 95\nCeballos, 2002, Las metas y estrategias de socialización entre padres e hijos, 225\nComrey, 2009\nContreras-Bravo, 2007, Construcción y validación de una escala de control maternal, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 24, 9\nCruz, 2011, Parenting scales: Contributions to the factorial validity of the Portuguese version, Revista Iberoamericana de Diagnóstico y Evaluación psicológica, 31, 157\nDarling, N. (1999). Parenting style and its correlates. ERIC Digest [consultado 14 May 2015]. Disponible en: http:\u002F\u002Ffiles.eric.ed.gov\u002Ffulltext\u002FED427896.pdf\nDarling, 1993, Parenting style as context: An integrative model, Psychological Bulletin, 113, 487, 10.1037\u002F0033-2909.113.3.487\nDíaz-Guerrero, 2010\nFlorenzano, 2009, Percepción de la relación parental entre adolescentes mayores y menores de 15 años, Revista Chilena de Pediatría, 80, 520, 10.4067\u002FS0370-41062009000600004\nFlores, 2008\nFlores, G. M., Cortés, A. L., González, T. J., Oudhof, V. B. H., García, M. M, Frías, A.M., ….Zavala, R. J. (2010). Proyecto CUMEX. Crianza, personalidad y adolescencia. Universidad Autónoma de Yucatán, Facultad de Psicología. Número de registro: FPSI-10-010.\nFlores, 2016, Una aproximación para la medición de la crianza en adolescentes, Psicumex, 6, 62, 10.36793\u002Fpsicumex.v6i1.258\nGaylord, 2003, Parent and children's perceptions of parental behavior: Associations with children's psychological adjustment in the classroom, Parenting: Science and Practice, 3, 23, 10.1207\u002FS15327922PAR0301_02\nGeorge, 2003\nGonzález-Fuentes, 2014, Prácticas parentales y bienestar psicológico en adolescentes, XV, 368\nGrusec, 1994, Impact of parental discipline methods of the child's internalization of values: A reconceptualization of current points of view, Developmental Psychology, 30, 4, 10.1037\u002F0012-1649.30.1.4\nHe, 2012, Bias and equivalence in cross-cultural research, Online Readings in Psychology and Culture, 2, 10.9707\u002F2307-0919.1111\nIvanova, 2006, Family stability as a protective factor against psychopathology for urban children receiving psychological services, Journal of Clinical Child and Adolescent Psychology, 35, 564, 10.1207\u002Fs15374424jccp3504_7\nLaible, 2004, The differential relations of maternal and paternal support and control to adolescent social competence, self-worth and sympathy, Journal of Adolescent Research, 19, 759, 10.1177\u002F0743558403260094\nLila, 2005, Determinantes de la aceptación-rechazo parental, Psicothema, 17, 107\nLivianos-Aldana, 2003, Construct validity of retrospective perception of parental relating scales: EMBU and PBI, Personality and Individual Differences, 35, 1707, 10.1016\u002FS0191-8869(02)00401-4\nLópez-Soler, 2009, Percepción de los estilos educativos parentales e inadaptación en menores pediátricos, Anales de Psicología, 25, 70\nMaccoby, 1983, Socialization in the context of the family: Parent-child interaction, IV, 1\nMestre, 2007, Estilos de crianza en la adolescencia y su relación con el comportamiento prosocial, Revista Latinoamericana de Psicología, 39, 211\nMeunier, 2009, Validation of the Preschool and Primary School Form of a Questionnaire Assessing Parentś Childrearing Behavior, Journal of Clinical Child & Adolescent Psychology, 38, 166, 10.1080\u002F15374410802575370\nOudhof, 2014, Actividades de crianza en madres de familia, XV, 962\nParker, 1979, A parental bonding instrument, British Journal of Medical Psychology, 52, 1, 10.1111\u002Fj.2044-8341.1979.tb02487.x\nPaulson, 1996, Patterns of parenting during adolescence: Perception of adolescents and parents, Adolescence, 31, 369\nPerris, 1980, Development of a new inventory for assessing memories of parental rearing behaviour, Acta Psychiatrica Scandinavica, 61, 265, 10.1111\u002Fj.1600-0447.1980.tb00581.x\nPlatz, 1994, Raising young children: Parental perceptions, Psychological Reports, 74, 643, 10.2466\u002Fpr0.1994.74.2.643\nRink, 2008\nRoa, 2002, Cuestionario de percepción de la crianza para niños y adolescentes, Psicología Educativa, 8, 37\nRobinson, 1955, Authoritative, authoritarian and permissive parenting practices: Development of a new measure, Psychological Reports, 77, 819, 10.2466\u002Fpr0.1995.77.3.819\nRodríguez, 2009, ¿Cómo perciben los hijos la crianza materna y paterna? Diferencias por edad y sexo, Escritos de Psicología, 2, 10, 10.24310\u002Fespsiescpsi.v2i2.13371\nSamper, 2006, Adaptación del Child ‘s Report of Parent Behavior Inventory a población española, Psicothema, 18, 263\nSchaefer, 1959, A circumplex model for maternal behavior, Journal of Abnormal and Social Psychology, 59, 226, 10.1037\u002Fh0041114\nSchaefer, 1958, Development of a parental attitude research instrument, Child Development, 29, 339\nSchaefer, 1965, Children‘s reports of parental behavior: An inventory, Child Development, 36, 413, 10.2307\u002F1126465\nSears, 1957\nSimpkins, 2009, Adolescent adjustment and patterns of parent's behaviors in early and middle adolescence, Journal of Research on Adolescence, 19, 530, 10.1111\u002Fj.1532-7795.2009.00606.x\nSteinberg, 1991, Authoritative parenting and adolescent adjustment across varied ecological niches, Journal of Research on Adolescence, 1, 19\nTur, 2012, Crianza y agresividad de los menores: ¿es diferente la influencia del 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2003, Why behavior should matter to linguists, Behavioral and Brain Sciences, 26, 670, 10.1017\u002FS0140525X03260155\nChilders, 2002, Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures, Developmental Psychology, 38, 967, 10.1037\u002F0012-1649.38.6.967\nChoi, 2012\nChristiansen, 2008, Language as shaped by the brain, Behavioral and Brain Sciences, 31, 489, 10.1017\u002FS0140525X08004998\nColavita, 1974, Human sensory dominance, Perception & Psychophysics, 16, 409, 10.3758\u002FBF03203962\nCrystal, 2005\nDinsmoor, 1983, Observing and conditioned reinforcement, Behavioral and Brain Sciences, 6, 693, 10.1017\u002FS0140525X00017969\nDinsmoor, 1985, The role of observing and attention in establishing stimulus control, Journal of the Experimental Analysis of Behavior, 43, 365, 10.1901\u002Fjeab.1985.43-365\nDinsmoor, 1995, Stimulus control: Part I, The Behavior Analyst, 18, 51, 10.1007\u002FBF03392691\nFiorile, 2007, The induction of naming in children with no echoic- to-tact responses as a function of multiple exemplar instruction, The Analysis of Verbal Behavior, 23, 71, 10.1007\u002FBF03393048\nGilic, 2005\nGreer, 2008, The ontogenetic selection of verbal capabilities: Contributions of Skinner’s verbal behavior theory to a more comprehensive understanding of language, International Journal of Psychology and Psychological Therapy, 8, 363\nGreer, 2011, The effects of the verbal developmental capability of naming on how children can be taught, Acta de Investigación Psicológica, 1, 23, 10.22201\u002Ffpsi.20074719e.2011.1.214\nGreer, 2005, The evolution of verbal behavior in children, Behavioral Development Bulletin, 1, 31, 10.1037\u002Fh0100559\nGreer, 2010, A rose by naming: How we may learn to do it, The Analysis of Verbal Behavior, 26, 73, 10.1007\u002FBF03393085\nGreer, 2009\nGreer, 2003\nGreer, 2008\nGreer, 2009, The integration of speaker and listener responses: A theory of verbal development, Psychological Record, 59, 449, 10.1007\u002FBF03395674\nGreer, 2005, The emergence of the listener to speaker component of Naming in children as a function of multiple exemplar instruction, The Analysis of Verbal Behavior, 21, 123, 10.1007\u002FBF03393014\nGreer, 2007, Emergence of Naming in preschoolers: A comparison of multiple and single exemplar instruction, European Journal of Behavior Analysis, 8, 119\nHahn, 2005\nHahn, 2010, Children and adults learn actions for objects more readily than labels, Language Learning and Development, 6, 283, 10.1080\u002F15475441003635315\nHart, 1995\nHart, 1999\nHayes, 2001\nHelou-Care, 2008\nHirata, 2010, The effects of lips and hands on auditory learning of second language speech sounds, Journal of Speech, Language and Hearing Research, 53, 298, 10.1044\u002F1092-4388(2009\u002F08-0243)\nHorne, 1996, On the origins of naming and other symbolic behavior, Journal of the Experimental Analysis of Behavior, 65, 185, 10.1901\u002Fjeab.1996.65-185\nKelly, 2012, When actions speak too much louder than words: Hand gestures disrupt word learning when phoneme demands are high, Language and Cognitive Processes, 27, 693, 10.1080\u002F01690965.2011.581125\nKelly, 2009, Neural correlates of learning Japanese words with and without iconic gestures, Language and Cognitive Processes, 24, 313, 10.1080\u002F01690960802365567\nKelly, 2010, Two sides of the same coin: Speech and gesture mutually interact to enhance comprehension, Psychological Science, 21, 260, 10.1177\u002F0956797609357327\nKenneally, 2007\nKeohane, 2008, The things we care to see: The effects of rotated protocol immersion on the emergence of early observing responses, Journal of Early and Intensive Behavioral Interventions, 5, 23, 10.1037\u002Fh0100408\nLongano, 2008\nLongano, J.M., & Greer, R.D. (in press). The effects of echoic behavior and a second order classical conditioning procedure as the reinforcement history of emergent Naming. The Analysis of Verbal Behavior.\nNovak, 2004\nMcGuiness, 2004\nPistoljevic, 2008\nRehfeldt, 2009\nRodrigues, 2011, Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten, Child Development, 82, 1058, 10.1111\u002Fj.1467-8624.2011.01614.x\nRosales-Ruiz, 1997, Behavioral cusps: A developmental and pragmatic concept for behavior analysis, Journal of Applied Behavior Analysis, 30, 533, 10.1901\u002Fjaba.1997.30-533\nSinnett, 2008, The co-occurrence of multisensory competition and facilitation, Acta Psychologica, 128, 153, 10.1016\u002Fj.actpsy.2007.12.002\nSkinner, 1957\nSkinner, 1974\nSpence, 2009, Explaining the Colavita visual dominance effect, Progress in Brain Research, 176, 245, 10.1016\u002FS0079-6123(09)17615-X\nSueyoshi, 2005, The role of gestures and facial cues in second language listening comprehension, Language Learning, 55, 661, 10.1111\u002Fj.0023-8333.2005.00320.x\nTomasello, 2008\nTomasello, 1986, Joint attention and early language, Child Development, 57, 1454, 10.2307\u002F1130423\nWaddington, 2009, The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK) on school outcomes of children with Autism Spectrum Disorders, Research in Autism Spectrum Disorders, 3, 809, 10.1016\u002Fj.rasd.2009.03.002\nWyckoff, 1952, The role of observing responses in discrimination learning. 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Practical and theoretical issues, Multivariate Behavioral Research, 32, 53, 10.1207\u002Fs15327906mbr3201_3\nMaccoby, 1974\nMarin, 1992, Extreme response style and aquiescence among Hispanics: The role of acculturation and education, Journal of Cross-Cultural Psychology, 23, 498, 10.1177\u002F0022022192234006\nMarsh, 1996, Positive and negative global self-esteem: A substantively meaningful distinction or artifactors?, Journal of Personality and Social Psychology, 70, 810, 10.1037\u002F0022-3514.70.4.810\nMarsh, 2010, Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: Traits, ephemeral artifacts, and stable response styles, Psychological Assessment, 22, 366, 10.1037\u002Fa0019225\nMirowsky, 1991, Eliminating defense and agreement bias from measures of the sense of control: A 2X2 index, Social Psychology Quarterly, 54, 127, 10.2307\u002F2786931\nMotl, 2002, Longitudinal invariance of self-esteem and method effects associated with negatively worded items, Structural Equation Modeling, 9, 562, 10.1207\u002FS15328007SEM0904_6\nOwens, 2001, Measuring self-esteem: Race, ethnicity, and gender considered, 56\nPiquero, 2002, The validity of a self-reported delinquency scale: Comparisons across gender, age, race, and place of residence, Sociological Methods & Research, 30, 492, 10.1177\u002F0049124102030004002\nQuilty, 2006, Correlates of the Rosenberg Self-Esteem Scale method effects, Structural Equation Modeling, 13, 99, 10.1207\u002Fs15328007sem1301_5\nRosenberg, 1965\nRosenberg, 1979\nSupple, 2013, Factor Structure of the Rosenberg Self-Esteem Scale, Journal of Cross-Cultural Psychology, 44, 748, 10.1177\u002F0022022112468942\nTanaka, 1993, Multifaceted conceptions of fit in structural equation models\nTomás, 1999, Rosenberg's self-steem scale: Two factors or method effects, Structural Equation Modeling, 6, 84, 10.1080\u002F10705519909540120\nTomás, 2013, Explaining method effects associated to negatively worded items in trait and state global and domain-specific self-esteem scales, Structural Equation Modeling Multidisciplinary Journa, 20, 299, 10.1080\u002F10705511.2013.769394\nThompson, 2006, Evaluating between-group differences in latent variable means, 119\nUllman, 1996, Structural equation modelling, 709\nVandenberg, 2000, A Review and synthesis of the measurement invariance literature: Suggestions, practices and ecommendations for organizational research, Organizational Research Methods, 3, 4, 10.1177\u002F109442810031002\nVasconcelos-Raposo, 2012, Factorial Validity and Invariance of the Rosenberg Self-Esteem Scale among Portuguese Youngsters, Social Indicators Research, 105, 483, 10.1007\u002Fs11205-011-9782-0\nWylie, 1979\nWang, 2001, Factorial structure of Rosenberg's self-esteem scale among crack-cocaine drug users, Structural Equation Modeling, 8, 275, 10.1207\u002FS15328007SEM0802_6",{"ES":976},"Method Effects and Gender Invariance of the Rosenberg Self-esteem Scale: A Study on Adolescents",{"VOID":978},"10.1016\u002Fs2007-4719(16)30009-6","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS2007471916300096",[981,998,1010,1022,1034],{"id":982,"sortIndex":111,"researcher":26,"roles":983,"affiliations":984,"properties":995},"f6c01c9a-5f57-4b00-b6bd-6527fe557352",[696],[985],{"id":26,"sortIndex":36,"affiliation":986,"properties":26},{"id":987,"createTime":988,"updateTime":989,"relativeEntities":990,"slug":991,"properties":992,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"1fbc102b-fbea-44d9-863a-4ed9c3fb8db9","2023-12-15T03:06:33.511+00:00","2025-01-26T03:01:50.104+00:00",[],"University-of-Valencia",{"title":993},{"VI":994},"University of Valencia",{"title":996},{"VI":997},"L. 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2011, Laberinto de cristal en el liderazgo de las mujeres, Psicothema, 23, 173\nBass, 1994, Shatter the Glass Ceiling: Woman May Make Better Managers, Human Resource Management, 33, 549, 10.1002\u002Fhrm.3930330405\nBem, 1981, Gender Schema Theory: a Cognitive account of sex-typing: Psychological Review, 88, 354\nBem, 1993\nBrasileiro, 2006\nBruckmüller, 2010, The glass cliff: When and why women are selected as leaders in crisis contexts, British Journal of Social Psychology, 49, 433, 10.1348\u002F014466609X466594\nCheung, 2010, Women at the Top. Powerful Leaders define success as work + family in a culture of gender, American Psychologist, 65, 182, 10.1037\u002Fa0017309\nChin, 2010, Introduction to the Special Issues on Diversity and Leadership, American Psychologist, 65, 150, 10.1037\u002Fa0018716\nCuadrado, 2004, Valores y rasgos estereotipados de género de mujeres líderes, Psicothema, 16, 270\nDenner, 2004, Negotiating Femininity: Power and Strategies of Mexican American Girls, Sex Roles, 50, 501, 10.1023\u002FB:SERS.0000018887.04206.d0\nDíaz Loving, 1981, Comparación transcultural y análisis psicométrico de una medida de rasgos masculinos (instrumentales) y femeninos (expresivos, Revista de la Asociación Latinoamericana de Psicología Social, 1, 1\nDíaz-Loving, 2010, Género y Pareja\nDíaz Loving, 2007\nDruskat, 1994, Gender and leadership style: transformational and transactional leadership in the roman catholic church, Leadership Quarterly, 5, 99, 10.1016\u002F1048-9843(94)90023-X\nEagly, 1987\nEagly, 2007, Female leadership advantage and disadvantage: resolving the contradictions, Psychology of Women Quarterly, 31, 1, 10.1111\u002Fj.1471-6402.2007.00326.x\nEagly, 2007\nEagly, 1990, Gender and leadership style: A meta-analysis, Psychological Bulletin, 108, 233, 10.1037\u002F0033-2909.108.2.233\nEagly, 2002, Role congruity theory of prejudice toward female leaders, Psychological Review, 109, 573, 10.1037\u002F0033-295X.109.3.573\nErchull, 2010, Well...she wants it more: Perceptions of social norms about desire for marriage and children and anticipated chore participation, Psychology of Women Quarterly, 34, 253, 10.1111\u002Fj.1471-6402.2010.01566.x\nEvans, 2009, On motivated role selection: Gender beliefs, distant goals, and career interest, Psychology of Women Quarterly, 33, 235-249\nGager, 2006, Distributive justice in the household: A comparison of alternative theoretical models, Marriage & Family Review, 40, 5, 10.1300\u002FJ002v40n02_02\nGarcía-Retamero, 2006, Prejudice against women in male-congenial environments: Perceptions of gender role congruity in leadership, Sex Roles, 55, 51, 10.1007\u002Fs11199-006-9068-1\nGreen, 1994, The attractiveness of gender type traits at different, relationships levels: Androgynous characteristics may be desirable after all, Journal of Personality and Social Psychology, 20, 244, 10.1177\u002F0146167294203002\nHeilman, 2001, Description and prescription: How gender stereotypes prevent women’s ascent up the organizational ladder, Journal of Social Issues, 57, 657, 10.1111\u002F0022-4537.00234\nHegelson, 1999, Unmitigated agency and unmitigated communion, distinctions from agency and communion, Journal of Research in Personality, 33, 131, 10.1006\u002Fjrpe.1999.2241\nKilleen, 2006, Envisioning oneself as a leader: Comparisons of women and men in Spain and the United States, Psychology of Women Quarterly, 30, 312, 10.1111\u002Fj.1471-6402.2006.00299.x\nKimble, 2002\nLópez-Zafra, 1999, Estereotipa de género y liderazgo transformacional en contextos de trabajo típicamente femeninos, Revista de Psicología Social Aplicada, 9, 53\nLópez-Zafra, 2009, Congruencia de rol de género y aspiraciones de las mujeres a posiciones de liderazgo, Revista de Psicología Social, 24, 99, 10.1174\u002F021347409786923005\nLupano, 2011, Actitudes desfavorables hacia mujeres líderes. Un instrumento para su evaluación, Summa Psicologica UST, 8, 19, 10.18774\u002F448x.2011.8.84\nMartín-Albo, 2003, La evolución motivacional como criterio discriminante en los deportes, Revista Latinoamericana de Psicología, 35, 1\nRaffaelli, 2004, Gender Socialitation in Latino a Families: Results from two retrospective studies, Sex Roles, 50, 287, 10.1023\u002FB:SERS.0000018886.58945.06\nRiquelme, 2013, Construcción y validación de un instrumento para evaluar la actitud hacia una mujer con éxito, Acta de Investigación Psicológica, 3, 1041, 10.1016\u002FS2007-4719(13)70951-7\nRosener, 1990, Ways women lead, Harvard Business Review, 68, 119\nSchein, 2001, A global look at psychological barriers to women’s progress in management, Journal of Social Issues, 57, 675, 10.1111\u002F0022-4537.00235\nSolís, 1996, Actitudes hacia el trabajo en estudiantes universitarios mexicanos y los conceptos de éxito, fracaso, trabajo y filosofía de la vida, Revista Latinoamericana de Psicología, 28, 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2002, Sex differences in physically aggressive acts between heterosexual partners: A meta-analytic review, Aggression and Violent Behavior, 7, 313, 10.1016\u002FS1359-1789(01)00061-1\nArmor, 2002, Repercusiones psicopatológicas de la violencia doméstica en la mujer en función de las circunstancias del maltrato, Revista Internacional de Psicología Clínica y de la Salud, 2, 227\nAust, 2012, The role of early emotional neglect in alexithymia, Psychological Trauma: Theory, Research, Practice, and Policy, 5, 225, 10.1037\u002Fa0027314\nBagby, 1994, The twenty-item Toronto alexithymia scale-I, Item selection and cross-validation of the factor structure, Journal of Psychosomatic Research, 38, 23\nCastro, 2005, Violencia de pareja contra las mujeres en México: una comparación entre encuestas recientes, Notas de Población, 35, 35\nChen, 2011, Alexithymia and emotional regulation: A cluster analytical approach, BMC Psychiatry, 11, 2\nCohen, 2003\nDíaz-Loving, 2002\nDobson, 2005\nDomínguez, 2008, Violencia contra las mujeres en el ámbito doméstico: Consecuencias sobre la salud Psicosocial, Anales de Psicología, 24, 115\nEspina, 2002, Alexitimia y relaciones de pareja, Psicothema, 14, 760\nFiebert, 2010, References examining assaults by women on their spouses or partners: an annotated bibliography, Sexuality and Culture, 14, 49, 10.1007\u002Fs12119-009-9059-9\nGaraigordobil, 2013, Sexismo y alexitimia: Correlaciones y diferencias en función del género, la edad, y el nivel de estudios, Anales de Psicología, 29, 368, 10.6018\u002Fanalesps.29.2.132261\nHonkalampi, 2004, Relationships among alexithymia, adverse chidhood experiences, sociodemographic variables, and actual mood disorder: A 2 year clinical follow-up study of patients with major depressive disorder, Psychosomatics, 45, 197, 10.1176\u002Fappi.psy.45.3.197\n2012\nJohnson, 2006, Violence and abuse in personal relationships: Conflict, terror, and resistance in intimate partnerships, 557\nKarukivi, 2010, Alexithymia is associated with anxiety among adolescents, Journal of Affect Disorders, 125, 383, 10.1016\u002Fj.jad.2010.02.126\nKimmel, 2002, Gender symmetry in domestic violence: A substantive and methodological research review, Violence against Women, 8, 1332, 10.1177\u002F107780102237407\nKline, 2010\nKniery, 2002\nMartinez, 2011, Sympathetic reactivity to experimentally induced stress in alexithymia, Anales de Psicología, 27, 757\nMoral, 2008, Modelos predictivos y de senderos de ajuste diádico por género en parejas casadas, Revista Ciencia UANL, 11, 185\nMoral, 2008, Propiedades psicométricas de la Escala de Alexitimia de Toronto de 20 reactivos en México, Revista Electrónica de Psicología Iztacala, 11, 97\nMoral, 2009, Validación en México de Escala de Alexitimia de Toronto de 20 reactivos (TAS-20) y su aplicación al estudio del alcoholismo, 23\nMoral, 2010, A study of personality traits in undergraduates: alexithymia and its relationship to the psychological deviate, 51\nMoral, 2011, Aspectos 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