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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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Item selection and cross-validation of the factor structure, Journal of Psychosomatic Research, 38, 23, 10.1016\u002F0022-3999(94)90005-1\nCruz, 2011, Las variables emocionales como factores de riesgo de los trastornos de la conducta alimentaria, International Journal of Clinical and Health Psychology, 11, 229\nDancyger, 2005, Do daughters with eating disorders agree with their parents’ perception of family functioning?, Comprehensive Psychiatry, 46, 135, 10.1016\u002Fj.comppsych.2004.07.024\nDavis, 2004, Looking good-focus family on appearance and the risk for eating disorders, International Journal of Eating Disorders, 35, 136, 10.1002\u002Feat.10250\nDomínguez-Vásquez, 2008, Influencia familiar sobre la conducta alimentaria y su relación con la obesidad infantil, Órgano Oficial de la Sociedad Latinoamericana de Nutrición, 58, 249\nEspina, 2001, Alexitimia, familia y trastornos alimentarios, Anales de Psicología, 17, 139\nGarcía, 2000, Cultura, aculturación y percepción de las relaciones familiares, Infancia y Aprendizaje, 23, 81, 10.1174\u002F021037000760088107\nGarcía-Méndez, 2006, Construcción de una escala de funcionamiento familiar, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 2, 91\nGarrido, 2008, Importancia de las expectativas de pareja en la dinámica familiar, Enseñanza e Investigación en Psicología, 13, 231\nGonzalez, 2012, Childhood and family influences on body mass index in early adulthood: Findings from the Ontario Child Health Study, BMC Public Health, 12, 755, 10.1186\u002F1471-2458-12-755\nGracia-Arnaiz, 2007, Comer bien, comer mal: la medicalización del comportamiento alimentario, Salud Pública de México, 49, 236, 10.1590\u002FS0036-36342007000300009\nHalliday, 2014, The relationship between family functioning and child and adolescent overweight and obesity: A systematic review, International Journal of Obesity, 38, 480, 10.1038\u002Fijo.2013.213\nJaramillo-Sánchez, 2012, Disminución de peso y funcionalidad familiar en sujetos con obesidad o sobrepeso, Revista Médica del Instituto Mexicano del Seguro Social, 50, 487\nKind, 2000, Family environment and alexithymia in clients and non-clients, Psychotherapy Research, 10, 78, 10.1080\u002F713663595\nKirmayer, 1993, Cognitive and social correlates of the Toronto Alexithymia Scale, Psychosomatics, 34, 41, 10.1016\u002FS0033-3182(93)71926-X\nLópez, 2011, Funcionamiento familiar, creencias e inteligencia emocional en pacientes con trastorno obsesivo-compulsivo y sus familiares, Salud Mental, 34, 111\nLumley, 1996, Alexithymia, social support and health problems, Journal of Psychosomatic Research, 41, 519, 10.1016\u002FS0022-3999(96)00227-9\nLumley, 1996, Family factors related to alexithymia characteristics, Psychosomatic Medicine, 58, 211, 10.1097\u002F00006842-199605000-00003\nMoral de la Rubia, 2008, Propiedades Psicométricas de la Escala de Alexitimia de Toronto 20 reactivos en México, Revista Electrónica de Psicología Iztacala, 11, 97\nOnnis, 1994, Sculpting present and future: A systemic model applied to psychosomatic families, Family Process, 33, 341, 10.1111\u002Fj.1545-5300.1994.00341.x\nOrganización Mundial de la Salud (marzo, 2011). Obesidad y sobrepeso [consultado 20 Abr 2011]. Disponible en: http:\u002F\u002Fwww.who.int\u002Fmediacentre\u002Ffactsheets\u002Ffs311\u002Fes\u002Findex.html\nOrtíz, 1999, La salud familiar, Revista Cubana de Medicina General Integral, 15, 439\nPáez, 2000, Presentación de las propiedades psicométricas de la Escala de Alexitimia de Toronto (TAS-20) en comunidades de habla hispana y otros países, 199\nPedinielli, 1992\nPinaquy, 2003, Emotional eating, alexithymia, and binge-eating disorder in obese women, Obesity Research, 11, 195, 10.1038\u002Foby.2003.31\nRivero-Lazcano, 2011, El Papel, funcionamiento y la comunicación familiar en los síntomas psicosomáticos, Clínica y Salud, 22, 175, 10.5093\u002Fcl2011v22n2a6\nRuíz, 2010, Obesidad y rasgos de personalidad, Trastornos de la Conducta Alimentaria, 12, 1330\nRuiz-Martínez, 2010, Funcionamiento familiar en el riesgo y la protección de trastornos del comportamiento alimentario, Universitas Psychologica, 9, 447, 10.11144\u002FJaveriana.upsy9-2.ffrp\nSánchez, 2003, Percepción del funcionamiento familiar en familias con un miembro con trastornos del comportamiento alimentario, Revista Thomson Psicología, 1, 177\nSegrin, 2006, Family interactions and well-being: Integrative perspectives, Journal of Family Communication, 6, 3, 10.1207\u002Fs15327698jfc0601_2\nSegrin, 2006, Interpersonal wellbeing and mental health among male partners of women with breast cancer, Issues in Mental Health Nursing, 27, 371, 10.1080\u002F01612840600569641\nSibel, A., Quiles, I., Barris, J., Bassas, N. y Tomás, J. (2001). Perfil psicopatológico y relacional de las familias con obesidad [consultado 18 Oct 2014]. 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1971, Feedback procedures in programmed instruction, Journal of Educational Psychology, 62, 148, 10.1037\u002Fh0030766\nAnderson, 1972, Conditions under which feedback facilitates learning from programmed lessons, Journal of Educational Psychology, 63, 186, 10.1037\u002Fh0032653\nBates, 1996, Principles of CBI design and the adult learner: The need for further research, Performance Improvement Quarterly, 9, 3, 10.1111\u002Fj.1937-8327.1996.tb00717.x\nBhushan, 1975, Effect of three instructional strategies on the performance of B.Ed. student-teachers of different intelligence levels, Indian Educational Review, 10, 24\nChatterjee, 1987, Effectiveness of a paradigm of programmed instruction, Indian Psychology Review, 32, 10\nChou, 2003, Interactivity and interactive functions in web-based learning systems: A technical framework for designers, British Journal of Educational Technology, 34, 265, 10.1111\u002F1467-8535.00326\nClark, 1983, Reconsidering research on learning from media, Review of Educational Research, 53, 445, 10.3102\u002F00346543053004445\nClark, 1985, Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses, Educational Communication and Technology Journal, 33, 249, 10.1007\u002FBF02769362\nClark, 1994, Media will never influence learning, Educational Technology Research and Development, 42, 21, 10.1007\u002FBF02299088\nCohen, 2003, Resources, instructions, and research, Educational Evaluation and Policy Analysis, 25, 119, 10.3102\u002F01623737025002119\nDaniel, 1968, Effectiveness of learning from a programmed text covering the same material, Journal of Educational Psychology, 59, 425, 10.1037\u002Fh0026491\nFernald, 1991, Programmed instruction versus standard text in introductory psychology, Teaching of Psychology, 18, 205, 10.1207\u002Fs15328023top1804_1\nFredrick, 2004, Reviewing the outcomes and principles of effective instruction, 9\nHartley, 1978, Meta-analysis of the effects of individually-paced instruction in mathematics, Dissertation Abstracts International, 38, 4003\nHughes, 1961, A comparative study of programmed and conventional instruction in industry, Journal of Applied Psychology, 45, 225, 10.1037\u002Fh0045800\nIngvarsson, 2006, An evaluation of computer-based programmed instruction for promoting teachers’ greetings of parents by name, Journal of Applied Behavior Analysis, 39, 203, 10.1901\u002Fjaba.2006.18-05\nJamison, 1974, The effectiveness of alternative instructional media: A survey, Review of Educational Research, 44, 1, 10.3102\u002F00346543044001001\nJaehnig, 2007, Feedback types in programmed instruction: A systematic review, The Psychological Record, 57, 219, 10.1007\u002FBF03395573\nKarlsson, 1996, A comparison of three prompting methods for training software use, Journal of Organizational Behavior Management, 16, 27, 10.1300\u002FJ075v16n01_03\nKritch, 1998, Degree of constructed-response interaction in computer-based programmed instruction, Journal of Applied Behavior Analysis, 31, 387, 10.1901\u002Fjaba.1998.31-387\nKulik, 1980, Effectiveness of programmed instruction in higher education: A meta-analysis of findings, Educational Evaluation and Policy Analysis, 2, 51, 10.3102\u002F01623737002006051\nKulik, 1980, Instructional technology and college teaching, Teaching of Psychology, 7, 199, 10.1207\u002Fs15328023top0704_1\nKulik, 1982, Programmed instruction in secondary education: A meta-analysis of findings, Journal of Educational Research, 75, 133, 10.1080\u002F00220671.1982.10885369\nKozma, 1994, Will media influence learning? 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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":822},"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":824},"10.1016\u002Fs2007-4719(15)30015-6","Auto Verify","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS2007471915300156",[828],{"id":829,"sortIndex":36,"researcher":26,"roles":830,"affiliations":831,"properties":842},"60fa3e19-4a3c-47ed-9c44-7f92146aa5e7",[693],[832],{"id":26,"sortIndex":36,"affiliation":833,"properties":26},{"id":834,"createTime":835,"updateTime":836,"relativeEntities":837,"slug":838,"properties":839,"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":840},{"VI":841},"Universidad Autónoma del Estado de México",{"title":843},{"VI":844},"Brenda Mendoza González",{"url":826,"publisher":846,"properties":854},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":847,"slug":663,"properties":848,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":851,"manageAffiliations":852,"indexDatabases":853,"url":26,"thumbnailPath":26,"statistic":26,"gsStatistic":26,"type":26,"analyzePriority":26},[],{"issn":849,"title":850},{"VOID":666},{"EN":668},[],[],[],{"volume":855,"pages":857},{"VOID":856},"5",{"VOID":858},"1947-1959","2015-08-01",2015,{"id":862,"createTime":863,"updateTime":864,"relativeEntities":865,"slug":866,"properties":867,"entityType":687,"verifyStatus":25,"verifyTime":864,"verifyNote":825,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"primaryUrl":874,"fullTextUrl":26,"authors":875,"publicationType":718,"publisherRelationship":905,"citationCount":26,"citationInfo":26,"publishDate":918,"publishYear":811,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":26,"isForceReanalyzing":735},"0657dbf5-b242-4756-8768-95cd3c7334b0","2024-01-03T17:58:19.682+00:00","2024-12-12T15:55:53.082+00:00",[],"Liderazgo-y-su-Relaci%C3%B3n-con-Variables-De-Resultado-un-Modelo-Estructural-Comparativo-entre-Liderazgo-Transformacional-y-Transaccional-en-una-Empresa-de-Entretenimiento-en-M%C3%A9xico",{"references":868,"title":870,"doi":872},{"VOID":869},"2007, Leadership, participatory democratic, 829\nAvolio, 2004, Transformational leadership and organizational commitment: mediating role of psychological empowerment and moderating role of structural distance, Journal of Organizational Behavior, 25, 951, 10.1002\u002Fjob.283\nBandura, 1977, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 191, 10.1037\u002F0033-295X.84.2.191\nBass, 1985, Comment: Transformational leadership. Looking at other possible antecedents and consequences, Journal of Management Inquiry, 4, 293, 10.1177\u002F105649269543010\nBass, 1990\nBass, 1994, Improving organizational effectiveness through transformational Leadership\nBass, 1999, Two decades of research and development on transformational leadership, European Journal of Work & Organizational Psychology, 8, 9, 10.1080\u002F135943299398410\nBartram, 2007, The relationship between leadership and follower in-role performance and satisfaction with the leaders: The mediating effects of empowerment and trust in the leader, Leadership & Organization Development Journal, 28, 4, 10.1108\u002F01437730710718218\nBennets, 2007, El liderazgo transformacional y la evaluación de programas académicos universitarios en México, Educar, 40, 163\nBurns, 1978\nBycio, 1995, Further assessment of Bass’s (1985) conceptualization of transactional and transformational leadership, Journal of Applied Psychology, 80, 468, 10.1037\u002F0021-9010.80.4.468\nDionne, 2003, Transformational leadership and team performance, Journal of Organizational Change Management, 17, 177, 10.1108\u002F09534810410530601\nFigueroa, 2012, Influencia del Liderazgo sobre la satisfacción laboral en la Industria Maquiladora\nFriedman, 2004, Beyond mediocrity: Transformational leadership within a transactional framework, International Journal of Leadership in Education, 7, 203, 10.1080\u002F1360312042000213877\nGelis Zvi, 2001, Social work perceptions of transformational and transactional leadership in health care. U.S.A, Social work Research \u002F, 25\nHair, 2006\nDen Hartog, 1997, Transactional versus transformational leadership: An analysis of the MLQ, Journal of Occupational and Organizational Psychology, 70, 19, 10.1111\u002Fj.2044-8325.1997.tb00628.x\nHax, 1996\nHowell, 1993, Transformational leadership, transactional leadership, locus of control and support for innovation: Key predictors of consolidated-business unit performance, Journal of Applied Psychology, 78, 891, 10.1037\u002F0021-9010.78.6.891\nIsmail, 2010, An empirical study of the relationship between transformational leadership, empowerment and organizational commitment\nKerlinger, 2002, Investigación del Comportamiento: Métodos de Investigación en ciencias sociales\nKorkmaz, 2007, The effects of leadership style on organizational health, Educational Research Quarterly, 30, 22\nMendoza, 2005, Estudio diagnóstico del perfil de liderazgo transformacional y transaccional de gerentes de ventas de una empresa farmacéutica a nivel nacional\nMendoza, 2012, Influencia del liderazgo transformacional en algunas variables de satisfacción organizacional en personal docente y administrativo de una institución pública de educación media superior\nPillai, 1999, Fairness perceptions and trust as mediators for transformational and transactional leadership: A two-sample study, Journal of Management, 25, 897, 10.1177\u002F014920639902500606\nPodsakoff, 1990, Transformational leader behaviors and their effects on followers’ trust in leader, satisfaction, and organizational citizenship behaviors, The Leadership Quarterly, 1, 107, 10.1016\u002F1048-9843(90)90009-7\nPodsakoff, 2000, Organizational citizenship behaviors: A criticalreview of the theoretical and empirical literature and suggestions for future research, Journal of Management, 26, 513, 10.1177\u002F014920630002600307\nRome, 2000, The palliative effect of leadership agents on reactions to workplace stressors, 60\nSeltzer, 1990, Transformational leadership: Beyond 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del post-tratamiento del cáncer de mama: un enfoque cualitativo, Revista Latinoamericana de Enfermería, 18, 1\nTejero, 1986, Uso clínico del HAD (Hospital Anxiety and Depression Scale) en población psiquiátrica: un estudio de sensibilidad, fiabilidad y validez, Revista del dpto. de Psiquiatría de la Facultad de Medicina de Barcelona, 13, 233\nTobón, 2003, Modelo de intervención psicológica en el VIH\u002Fsida, Psicología y Salud, 13, 161\nWatson, 1991, Relationships between emotional control, adjustment to cancer and depression and anxiety in breast cancer patients, Psychological Medicine, 21, 51, 10.1017\u002FS0033291700014641\nWatson, 1988, Development of a questionaire measure of adjustment to cancer: the Mac scale, Psychological Medicine, 18, 203, 10.1017\u002FS0033291700002026\nWatson, 1994, The Mini-MAC: Further development of the manual of then mental adjustment to cancer scale, Journal of Psychosocial Oncology, 12, 33, 10.1300\u002FJ077V12N03_03\nWeiss, 1997, The impact of 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Clín Méd, 7, 373\nRichardson, 1961, Cultural uniformity in reaction to physical disabilities, American Sociological Review, 26, 241, 10.2307\u002F2089861\nRomero, 2006, Obesity as a disability: Medical, psychological and vocational implications, Journal of Applied Rehabilitation Counseling, 37, 21, 10.1891\u002F0047-2220.37.1.21\nSikorski, 2011, The stigma of obesity in the general public and its implications for public health. 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(17 May 2001). Poverty, biggest enemy for health in developing world, Secretary-General tells World Health Assembly. United Nations. Press reléase [consultado 8 May 2017]. Disponible en: https:\u002F\u002Fwww.un.org\u002Fpress\u002Fen\u002F2001\u002Fsgsm7808.doc.htm\nBiran, 2014, Effect of a behaviour-change intervention on handwashing with soap in India (SuperAmma): A cluster-randomised trial, Lancet Global Health, 2, e145, 10.1016\u002FS2214-109X(13)70160-8\nConsejo Nacional de Evaluación (CONEVAL). (2014). Informe de pobreza y evaluación. Guerrero 2012-2013. CONEVAL: México.\nConsejo Nacional de Evaluación (CONEVAL) (2015). Los resultados de la medición de pobreza 2014. Dirección de información y Comunicación Social, Comunicado de prensa No. 005, México D.F., a 23 de Jul de 2015[consultado 3 Jun 2016]. Disponible en: http:\u002F\u002Fwww.coneval.org.mx\u002FSalaPrensa\u002FDocuments\u002FComunicado005_Medicion_pobreza_2014.pdf\nDíaz Loving, 1999, Socioculture. 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México: Secretaría de Desarrollo Social [consultado 9 May 2017]. Disponible en: http:\u002F\u002Fwww.microrregiones.gob.mx\u002Fzap\u002FDefault.aspx?entra=400&valor=12\nSEDESOL (2017). Informe anual sobre la situación de pobreza y rezago social 2017. México: Secretaría de Desarrollo Social, Subsecretaría de Planeación, Evaluación y Desarrollo Regional [consultado 8 May 2017]. Disponible en: https:\u002F\u002Fwww.gob.mx\u002Fcms\u002Fuploads\u002Fattachment\u002Ffile\u002F186861\u002FGuerrero.pdf\nSingh, M. (2003) Understanding life skills. Hamburg: Institute for Education, UNESCO [consultado 29 Jun 2016]. Disponible en: http:\u002F\u002Funesdoc.unesco.org\u002Fimages\u002F0014\u002F001469\u002F146963e.pdf\nOrganización Mundial de la Salud (WHO) (1999). Partners in Life Skills Education. Conclusions from a United Nations Inter-Agency Meeting. Department of Mental Health. Ginebra: World Health Organization [consultado 29 Jun 2016]. 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1986, The amígdala: Sensory Gateway to the emotions, Emotion: Theory, Research and Experience, 3, 281\nBarr, 2008, The effects of transdermal nicotine on cognition in nonsmokers with schizophrenia and nonpsychiatric controls, Neuropsychopharmacology, 33, 480, 10.1038\u002Fsj.npp.1301423\nBermúdez-Rattoni, 1991, Insular cortex and amygdala lesions differentially affect acquisition on inhibitory avoidance and conditioned taste aversion, Brain Res, 549, 165, 10.1016\u002F0006-8993(91)90616-4\nBuccafusco, 2009, A reversive model of the cognitive impairment associated with schizophrenia in monkey: potential therapeutic effects of two nicotinic acetylcholine receptor agonists, Biochempharmacol, 78, 852\nBures, 1998, 1\nChance, 2001\nCiobica, 2012, The effects of short-term nicotine administration on behavioral and oxidative stress deficiencies induced in a rat model of parkinson disease, PsychiatriaDanubina, 24, 194\nDani, 2012, Neurophysiology of nicotine addiction, J. Addict. Res. Ther, 1\nDomjan, 2010\nGotti, 2010, Nicotinic acetylcholine receptors in the mesolimbic pathway: primary role of ventral tegmental area a6b2 receptors in mediating systemic nicotine effects on dopamine release, locomotion, and reinforcement, The journal neuroscience, 30, 5311, 10.1523\u002FJNEUROSCI.5095-09.2010\nHowe, 2010, Enhancement of attentional performance by selective stimulation of a4b2 nAChRs: Underlying cholinergic mechanisms, Neuropsychopharmacology, 35, 1391, 10.1038\u002Fnpp.2010.9\nKoh, 2005, Mapping conditioned taste aversion associations using c-Fos reveals a dynamic role for insular cortex, Behavioral Neuroscience, 119, 388, 10.1037\u002F0735-7044.119.2.388\nKumar, 1983, Characteristics of conditioned taste aversión produced by nicotine in rats, Br. J. Pharmac, 79, 245, 10.1111\u002Fj.1476-5381.1983.tb10518.x\nLevin, 2007, Nicotinic interactions with antipsychotic drugs, model of schizophrenia and impacts on cognitive function, Biochem pharmacol, 74, 1182, 10.1016\u002Fj.bcp.2007.07.019\nLópez, 2003, La participación de los receptores de acetilcolina nicotínicos en trastornos del sistema nervioso central, Salud Mental, 26, 66\nLoy, I., & Hall, G. Taste aversion after ingestion of lithium chloride: An associative analysis. Exp Psychol., 55(4), 365-380.\nMansvelder, 2009, Nicotinic modulation of synaptic transmission and plasticity in cortico-limbic circuits, Semin Cell Dev Biol, 20, 432, 10.1016\u002Fj.semcdb.2009.01.007\nMiranda, 2011, Substitución asimétrica entre metanfetamina y anfetamina: estudio de discriminación de drogas, Revista Mexicana de Análisis de la Conducta [en línea], 37, 1\nMiranda, 2004, Enhancement of inhibitory avoidance and conditioned taste aversion memory with insular cortex infusions of 8-BrcAMP: Involvement of the basolateral amygdala, Learning and Memory, 312, 10.1101\u002Flm.72804\nMisanin, 2002, Aging facilitates long-trace taste-aversion conditioning in rats, Physiol. Behav, 75, 759, 10.1016\u002FS0031-9384(02)00671-6\nMolero, 2007, Aprendizaje aversivo gustativo: características, paradigma y mecanismos cerebrales, Anales de Psicología [en línea], 23\nMoss, 2010, Prefrontal cognitive dysfunction is associated with tobacco dependence treatment failure in smokers with schizophrenia, Drug Alcohol Depend, 104, 94\nMurrin, 1987, Nicotine administration to rats: Methodological considerations, Life Sci, 40, 1699, 10.1016\u002F0024-3205(87)90020-8\nOstos, 2012, Nicotinic modulation in a peak timing task, Society for neuroscience, program no, 809\nRauhut, 2008, Bupropion differentially alters the aversive, locomotor and rewarding proprieties of nicotine in CD-1 mice, Pharmacol Biochem Behav, 90, 589, 10.1016\u002Fj.pbb.2008.05.002\nRedolat, 1994, Efectos cognitivos de la nicotina y el tabaco en sujetos humanos, Psicothema, 6, 5\nRinker, 2008, The effects of nicotine on ethanol-induced conditioned taste aversions in Long-Evans rats, Psychopharmacology, 197, 409, 10.1007\u002Fs00213-007-1050-2\nRoman, 2010, Conditioner taste aversion and latent inhibition following extensive taste preexposure in rats with insular cortex lesions, Brain Res, 68\nRushforth, 2011, Nicotine improves working memory span capacity in rats following sub-chronic ketamine exposure, Neuropsychopharmacology, 36, 2774, 10.1038\u002Fnpp.2011.224\nShoaib, 2002, The role of nicotinic receptor beta-2 subunits in nicotine discrimination and conditioned taste aversion, Neuropharmacology, 42, 530, 10.1016\u002FS0028-3908(01)00194-0\nWelzl, 2001, Conditioned taste aversion as a learning and memory paradigm, Behav. 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