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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; 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. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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In this article we present the APIM as a general, longitudinal model for measuring bidirectional effects in interpersonal relationships. We also present three different approaches to testing the model. The statistical analysis of the APIM is illustrated using longitudinal data on relationship specific attachment security from 203 mother–adolescent dyads. The results support the view that interpersonal influence on attachment security is bidirectional. Moreover, consistent with a hypothesis from attachment theory, the degree to which a child’s attachment security is influenced by his or her primary caregiver is found to diminish with age. \u003C\u002Fjats:p>",{"EN":1005},"The Actor–Partner Interdependence Model: A model of bidirectional                 effects in developmental studies",{"VOID":1007},"10.1080\u002F01650250444000405","PUBLICATION","Auto Verify",[31],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1080\u002F01650250444000405",[1013,1032],{"id":1014,"sortIndex":32,"researcher":28,"roles":1015,"affiliations":1016,"properties":1025,"displayName":1029,"givenName":28,"familyName":28},"06fcc340-8286-4920-ae0b-aac22bb470cf",[],[1017],{"id":1018,"sortIndex":32,"affiliation":1019,"properties":28},"4374cabf-761b-4956-8126-6618b2066fb2",{"id":1018,"createTime":28,"updateTime":28,"relativeEntities":1020,"slug":28,"properties":1021,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1024,"statistic":28},[],{"title":1022},{"EN":1023},"Maine Medical Center, Portland, ME, USA",[],{"orcid":1026,"title":1028,"openalex":1030},{"VOID":1027},"https:\u002F\u002Forcid.org\u002F0000-0003-2244-3462",{"EN":1029},"William L. 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Unpublished manuscript.\n                Maine Medical Center, Portland, ME.",{},{"id":28,"text":1175,"url":28,"identifiers":1176},"Cook, W. L., Journal of Family Psychology",{},{"id":28,"text":1178,"url":28,"identifiers":1179},"Gonzalez, R., 2001, Blackwell handbook of social psychology: Interpersonal processes, 505",{},{"id":28,"text":1181,"url":28,"identifiers":1182},"Gottman, J. M., 1979, Marital interaction: Experimental investigations",{},{"id":28,"text":1184,"url":28,"identifiers":1185},"10.1037\u002F0033-2909.118.3.430",{"doi":1184},{"id":28,"text":1187,"url":28,"identifiers":1188},"Hartup, W. W., 1999, Relationships as developmental contexts: The Minnesota symposia on child psychology, 13",{},{"id":28,"text":1190,"url":28,"identifiers":1191},"10.1016\u002F0273-2297(87)90002-5",{"doi":1190},{"id":28,"text":1193,"url":28,"identifiers":1194},"Kashy, D. 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A., Dyadic data analysis",{},{"id":28,"text":1223,"url":28,"identifiers":1224},"10.1016\u002FS0065-2601(08)60144-6",{"doi":1223},{"id":28,"text":1226,"url":28,"identifiers":1227},"10.1037\u002F0022-3514.60.6.861",{"doi":1226},{"id":28,"text":1229,"url":28,"identifiers":1230},"Kuczinski, L., 2003, Handbook of dynamics in parent–child relations, 10.4135\u002F9781452229645",{"doi":1231},"10.4135\u002F9781452229645",{"id":28,"text":1233,"url":28,"identifiers":1234},"10.1037\u002F0893-3200.12.4.494",{"doi":1233},{"id":28,"text":1236,"url":28,"identifiers":1237},"10.1080\u002F03637750216542",{"doi":1236},{"id":28,"text":1239,"url":28,"identifiers":1240},"Lay, K., 1989, Child Development, 60, 1505",{},{"id":28,"text":1242,"url":28,"identifiers":1243},"Lerner, J. V., 1993, Parenting: An ecological perspective, 101",{},{"id":28,"text":1245,"url":28,"identifiers":1246},"10.1177\u002F0265407597144002",{"doi":1245},{"id":28,"text":1248,"url":28,"identifiers":1249},"Myers, J. L., 1979, Fundamentals of experimental design, 3",{},{"id":28,"text":1251,"url":28,"identifiers":1252},"10.2307\u002F1130247",{"doi":1251},{"id":28,"text":1254,"url":28,"identifiers":1255},"10.1037\u002F0893-3200.9.2.161",{"doi":1254},{"id":28,"text":1257,"url":28,"identifiers":1258},"10.1002\u002Fnur.10100",{"doi":1257},{"id":28,"text":1260,"url":28,"identifiers":1261},"10.1037\u002F0022-3514.79.2.251",{"doi":1260},{"id":28,"text":1263,"url":28,"identifiers":1264},"Sameroff, A. J., 1975, Merrill-Palmer Quarterly, 21, 267",{},{"id":28,"text":1266,"url":28,"identifiers":1267},"Sameroff, A. J., 1975, Review of child development research, 187",{},{"id":28,"text":1269,"url":28,"identifiers":1270},"Thomas, A., 1977, Temperament and development",{},false,{"id":1273,"createTime":1274,"updateTime":1275,"relativeEntities":1276,"slug":1277,"properties":1278,"entityType":1008,"verifyStatus":884,"verifyTime":1274,"verifyNote":1293,"languages":1294,"translateLanguages":1295,"viewCount":32,"primaryUrl":1296,"fullTextUrl":28,"authors":1297,"publicationType":1051,"publisherRelationship":1328,"citationCount":1394,"citationInfo":1395,"publishDate":1398,"publishYear":1396,"citationAnalyzeStatus":884,"lastCitationAnalyze":28,"indexDatabases":1399,"openAccess":28,"references":1400,"isForceReanalyzing":1271},"bffc3a0e-eab7-4f64-9044-5af422234964","2024-11-29T18:41:38.525+00:00","2025-01-25T11:24:16.132+00:00",[],"The-Developmental-Niche-A-Conceptualization-at-the-Interface-of-Child-and-Culture",{"openalex":1279,"mag":1281,"abstract":1283,"title":1286,"keywords":1289,"doi":1291},{"VOID":1280},"W2158033859",{"VOID":1282},"2158033859",{"VI":1284,"EN":1285},"\u003Cjats:p> Các tiếp cận nhân học về phát triển con người chủ yếu hướng đến người trưởng thành đã được xã hội hóa, mà không chú ý đến việc hiểu các quy trình phát triển. Ngược lại, tâm lý học phát triển truyền thống thường quan tâm đến một đứa trẻ mang tính chất không có ngữ cảnh, 'khái quát'. Sau một cái nhìn lịch sử ngắn gọn, 'môi trường phát triển' được giới thiệu như một khuôn khổ để khảo sát cách văn hóa cấu trúc sự phát triển của trẻ em. Môi trường phát triển có ba thành phần: bối cảnh vật lý và xã hội mà trẻ em sống; phong tục chăm sóc và nuôi dưỡng trẻ em; và tâm lý của những người chăm sóc. Các cơ chế duy trì cân bằng có thể giữ cho ba hệ thống con hài hòa với nhau và phù hợp với mức độ phát triển và đặc điểm cá nhân của trẻ. Tuy nhiên, chúng có các mối quan hệ khác nhau với các đặc điểm khác của môi trường lớn hơn và do đó tạo thành những con đường độc lập của sự mất cân bằng và thay đổi. Các quy luật ổn định trong và giữa các hệ thống con, cùng với sự liên tục và phát triển chủ đề qua các môi trường của tuổi thơ cung cấp chất liệu từ đó trẻ em trừu tượng hóa các quy tắc xã hội, cảm xúc, và nhận thức của nền văn hóa. Các ví dụ được trình bày từ nghiên cứu trong một cộng đồng nông nghiệp ở Kenya. \u003C\u002Fjats:p>","\u003Cjats:p> Anthropological approaches to human development have been oriented primarily to the socialized adult, at the expense of understanding developmental processes. Developmental psychology, in contrast, has traditionally been concerned with a decontextualized, 'universal' child. After a brief historical review, the 'developmental niche' is introduced as a framework for examining the cultural structuring of child development. The developmental niche has three components: the physical and social settings in which the child lives; the customs of child care and child rearing; and the psychology of the caretakers. Homeostatic mechanisms tend to keep the three subsystems in harmony with each other and appropriate to the developmental level and individual characteristics of the child. Nevertheless, they have different relationships to other features of the larger environment and thus constitute somewhat independent routes of disequilibrium and change. Regularities within and among the subsystems, and thematic continuities and progressions across the niches of childhood provide material from which the child abstracts the social, affective, and cognitive rules of the culture. Examples are provided from research in a farming community in Kenya. \u003C\u002Fjats:p>",{"EN":1287,"VI":1288},"The Developmental Niche: A Conceptualization at the Interface of Child and Culture","Môi Trường Phát Triển: Một Khái Niệm Tại Giao Diện Giữa Trẻ Em và Văn Hóa",{"VI":1290},"",{"VOID":1292},"10.1177\u002F016502548600900409","Author affiliation is blank",[31],[30],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1177\u002F016502548600900409",[1298,1309],{"id":1299,"sortIndex":32,"researcher":28,"roles":1300,"affiliations":1301,"properties":1302,"displayName":1306,"givenName":28,"familyName":28},"b2726862-a734-48f5-9f53-e63029d8405a",[],[],{"orcid":1303,"title":1305,"openalex":1307},{"VOID":1304},"https:\u002F\u002Forcid.org\u002F0000-0002-3300-2067",{"EN":1306},"Charles M. 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P.B., 1979, Life-span development and behavior",{},{"id":28,"text":1405,"url":28,"identifiers":1406},"10.2307\u002F1125869",{"doi":1405},{"id":28,"text":1408,"url":28,"identifiers":1409},"10.1525\u002Faa.1959.61.1.02a00080",{"doi":1408},{"id":28,"text":1411,"url":28,"identifiers":1412},"10.1037\u002Fh0025583",{"doi":1411},{"id":28,"text":1414,"url":28,"identifiers":1415},"Brazelton, T.B., 1973, Neonatal behavioral assessment scales",{},{"id":28,"text":1417,"url":28,"identifiers":1418},"10.1037\u002F0003-066X.32.7.513",{"doi":1417},{"id":28,"text":1420,"url":28,"identifiers":1421},"10.4159\u002F9780674028845",{"doi":1420},{"id":28,"text":1423,"url":28,"identifiers":1424},"Bronfenbrenner, U., 1983, History, theories, and methods, 397",{},{"id":28,"text":1426,"url":28,"identifiers":1427},"Cairns, R.B., 1983, History, theories, and methods, 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psychoanalysis",{},{"id":28,"text":1456,"url":28,"identifiers":1457},"10.1017\u002FS0094837300005224",{"doi":1456},{"id":28,"text":1459,"url":28,"identifiers":1460},"10.2307\u002F2413300",{"doi":1459},{"id":28,"text":1462,"url":28,"identifiers":1463},"Harkness, S., 1977, Talking to children: language input and acquisition, 309",{},{"id":28,"text":1465,"url":28,"identifiers":1466},"10.1002\u002Fcd.23219800804",{"doi":1465},{"id":28,"text":1468,"url":28,"identifiers":1469},"Harkness, S., 1982, Cross-cultural research at issue, 145",{},{"id":28,"text":1471,"url":28,"identifiers":1472},"10.1525\u002Feth.1983.11.4.02a00020",{"doi":1471},{"id":28,"text":1474,"url":28,"identifiers":1475},"10.1007\u002F978-1-4613-2421-8_2",{"doi":1474},{"id":28,"text":1477,"url":28,"identifiers":1478},"10.2307\u002F1130188",{"doi":1477},{"id":28,"text":1480,"url":28,"identifiers":1481},"Harkness, S., 1986, The many faces of play, 96",{},{"id":28,"text":1483,"url":28,"identifiers":1484},"Harkness, S., Annals of child development",{},{"id":28,"text":1486,"url":28,"identifiers":1487},"10.1007\u002F978-1-4684-2616-8_17",{"doi":1486},{"id":28,"text":1489,"url":28,"identifiers":1490},"Jahoda, G., 1982, Psychology and anthropology: a psychological perspective",{},{"id":28,"text":1492,"url":28,"identifiers":1493},"Kagan, J., 1976, American Scientist, 64, 186",{},{"id":28,"text":1495,"url":28,"identifiers":1496},"Kagan, J., 1984, The nature of the child",{},{"id":28,"text":1498,"url":28,"identifiers":1499},"10.1037\u002Fh0035556",{"doi":1498},{"id":28,"text":1501,"url":28,"identifiers":1502},"10.1016\u002FS0065-2407(08)60454-1",{"doi":1501},{"id":28,"text":1504,"url":28,"identifiers":1505},"Kessel, F.S., 1983, The child and other cultural inventions",{},{"id":28,"text":1507,"url":28,"identifiers":1508},"10.1037\u002F0003-066X.34.10.815",{"doi":1507},{"id":28,"text":1510,"url":28,"identifiers":1511},"Kessen, W., 1983, The child and other cultural inventions, 26",{},{"id":28,"text":1513,"url":28,"identifiers":1514},"10.1007\u002F978-1-4684-4076-8_12",{"doi":1513},{"id":28,"text":1516,"url":28,"identifiers":1517},"LeVine, R., 1970, Carmichael's manual of child psychology, 559",{},{"id":28,"text":1519,"url":28,"identifiers":1520},"10.1037\u002F10019-000",{"doi":1519},{"id":28,"text":1522,"url":28,"identifiers":1523},"10.1038\u002Fscientificamerican0978-212",{"doi":1522},{"id":28,"text":1525,"url":28,"identifiers":1526},"10.2307\u002F1128626",{"doi":1525},{"id":28,"text":1528,"url":28,"identifiers":1529},"10.2307\u002F1129210",{"doi":1528},{"id":28,"text":1531,"url":28,"identifiers":1532},"10.1037\u002Fh0020539",{"doi":1531},{"id":28,"text":1534,"url":28,"identifiers":1535},"Mischel, W., 1968, Personality and assessment",{},{"id":28,"text":1537,"url":28,"identifiers":1538},"Munroe, R.H., 1981, Handbook of cross-cultural human development",{},{"id":28,"text":1540,"url":28,"identifiers":1541},"Piaget, J., 1970, Carmichael's manual of child psychology, 703",{},{"id":28,"text":1543,"url":28,"identifiers":1544},"10.1097\u002F00006199-197205000-00003",{"doi":1543},{"id":28,"text":1546,"url":28,"identifiers":1547},"10.1159\u002F000271496",{"doi":1546},{"id":28,"text":1549,"url":28,"identifiers":1550},"Sameroff, A.J., 1983, History, theories, and methods, 237",{},{"id":28,"text":1552,"url":28,"identifiers":1553},"Sameroff. A.J., 1975, Review of child development research, 187",{},{"id":28,"text":1555,"url":28,"identifiers":1556},"Sander, L.W., 1979, Origins of the infant's social responsiveness, 349",{},{"id":28,"text":1558,"url":28,"identifiers":1559},"10.1007\u002F978-1-4684-6961-5_6",{"doi":1558},{"id":28,"text":1561,"url":28,"identifiers":1562},"10.1525\u002Feth.1981.9.1.02a00020",{"doi":1561},{"id":28,"text":1564,"url":28,"identifiers":1565},"10.1525\u002Feth.1979.7.3.02a00040",{"doi":1564},{"id":28,"text":1567,"url":28,"identifiers":1568},"10.1007\u002F978-94-010-9220-3_4",{"doi":1567},{"id":28,"text":1570,"url":28,"identifiers":1571},"Siegel, A.W., 1982, Advances in child development and behavior, 234",{},{"id":28,"text":1573,"url":28,"identifiers":1574},"10.1097\u002F00000441-193811000-00047",{"doi":1573},{"id":28,"text":1576,"url":28,"identifiers":1577},"Super, C.M., 1972, Cognitive changes in Zambian children during the late pre-school years",{},{"id":28,"text":1579,"url":28,"identifiers":1580},"10.1111\u002Fj.1469-8749.1976.tb04202.x",{"doi":1579},{"id":28,"text":1582,"url":28,"identifiers":1583},"Super, C.M., 1981, Handbook of cross-cultural human development, 181",{},{"id":28,"text":1585,"url":28,"identifiers":1586},"Super, C.M., 1982, Newsletter of the Society for Research in Child Development, 10",{},{"id":28,"text":1588,"url":28,"identifiers":1589},"Super, C.M., 1983, Expiscation in cross-cultural psychology, 199",{},{"id":28,"text":1591,"url":28,"identifiers":1592},"Super, C.M., 1986a. Culture, temperament, and behavior problems in infancy.\n                Manuscript submitted for publication.",{},{"id":28,"text":1594,"url":28,"identifiers":1595},"Super, C.M., 1986b. Adult perceptions of neonatal behavior. Unpublished manuscript.",{},{"id":28,"text":1597,"url":28,"identifiers":1598},"Super, C.M., Brain and development",{},{"id":28,"text":1600,"url":28,"identifiers":1601},"10.1016\u002FB978-0-12-444550-5.50010-9",{"doi":1600},{"id":28,"text":1603,"url":28,"identifiers":1604},"Super, C.M., 1982, Cross-cultural research at issue, 47",{},{"id":28,"text":1606,"url":28,"identifiers":1607},"Super, C.M., Symposium 'Folk theories of childhood: the impact of cultural notions on adult-child interaction', at the meetings of the American Anthropological Association",{},{"id":28,"text":1269,"url":28,"identifiers":1609},{},{"id":28,"text":1611,"url":28,"identifiers":1612},"von Bertalanify, L., 1968, General systems theory",{},{"id":28,"text":1614,"url":28,"identifiers":1615},"Waddington, C.H., 1957, The strategy of the genes",{},{"id":28,"text":1617,"url":28,"identifiers":1618},"10.1525\u002Feth.1980.8.2.02a00010",{"doi":1617},{"id":28,"text":1620,"url":28,"identifiers":1621},"10.4159\u002Fharvard.9780674593770",{"doi":1620},{"id":28,"text":1623,"url":28,"identifiers":1624},"Whiting, B.B., C.P. Edwards et al., 1986. The company they keep: the effect\n                of age, gender and culture on social behavior of children aged 2-10. Unpublished manuscript.",{},{"id":28,"text":1626,"url":28,"identifiers":1627},"Whiting, J.M.W., 1977, Culture and infancy: variations in the human experience, 29",{},{"id":28,"text":1629,"url":28,"identifiers":1630},"Whiting, J.M.W., 1981, Handbook of cross-cultural human development, 155",{},{"id":28,"text":1632,"url":28,"identifiers":1633},"10.2307\u002F3537788",{"doi":1632},{"id":1635,"createTime":1636,"updateTime":1636,"relativeEntities":1637,"slug":1638,"properties":1639,"entityType":1008,"verifyStatus":26,"verifyTime":1636,"verifyNote":1009,"languages":1650,"translateLanguages":28,"viewCount":32,"primaryUrl":1651,"fullTextUrl":28,"authors":1652,"publicationType":1051,"publisherRelationship":1672,"citationCount":1737,"citationInfo":1738,"publishDate":1741,"publishYear":1739,"citationAnalyzeStatus":884,"lastCitationAnalyze":28,"indexDatabases":1742,"openAccess":28,"references":1743,"isForceReanalyzing":1271},"740fee51-42a1-44d7-b7fc-208dadaf6b53","2024-10-11T12:45:40.333+00:00",[],"The-development-of-aggressive-behaviour-during-childhood-What-have-we-learned-in-the-past-century-",{"openalex":1640,"mag":1642,"abstract":1644,"title":1646,"doi":1648},{"VOID":1641},"W2142205487",{"VOID":1643},"2142205487",{"EN":1645},"\u003Cjats:p> Research on human aggression has been a flourishing industry in the 20th century. As the attention shifted from an instinctual paradigm to a drive paradigm and a social learning paradigm, what have we learned on the development of aggressive behaviour during childhood? Are children born with an aggressive instinct or do they have to learn to aggress?This question has deep philosophical roots, but it also has important practical implications. Should interventions prevent children from learning to aggress or should they help children learn to inhibit aggressive reactions? Since most of the 20th century work on the development of aggression was concentrated on adolescents and elementary school age children, there appeared to be an implicit assumption that aggression is learned during these developmental periods. It is argued that to understand the origins of aggressive behaviour and prevent chronic cases of physical aggression we will need to focus on the development of aggressive behaviour during the first few years after birth, and differentiate among forms of aggressive behaviour. The form of agressive behaviour that is generally considered more “serious” or “socially unacceptable” (physical aggression) is clearly ontogenetically antecedent to less “serious” forms of aggressive behaviour, such as verbal aggression or indirect aggression. Furthermore, as a rule the frequency of physical aggression appears to decrease with age. However, infants’ physical aggression has generally not been considered developmentally significant. This is probably because of “the weakness of their limbs” and the apparent lack of “intentionality”. To have a relatively complete description of the life-span developmental trajectories of human aggressive behaviour by the end of the 21st century, we will need to start recruiting pregnant women very soon. \u003C\u002Fjats:p>",{"EN":1647},"The development of aggressive behaviour during childhood: What have we                 learned in the past century?",{"VOID":1649},"10.1080\u002F016502500383232",[31],"https:\u002F\u002Fjournals.sagepub.com\u002Fdoi\u002F10.1080\u002F016502500383232",[1653],{"id":1654,"sortIndex":32,"researcher":28,"roles":1655,"affiliations":1656,"properties":1665,"displayName":1669,"givenName":28,"familyName":28},"6d3fbe72-b05d-4b83-bc8a-98afe24f4c43",[],[1657],{"id":1658,"sortIndex":32,"affiliation":1659,"properties":28},"27513297-9c75-4dd4-8421-45f168e400ea",{"id":1658,"createTime":28,"updateTime":28,"relativeEntities":1660,"slug":28,"properties":1661,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1664,"statistic":28},[],{"title":1662},{"VI":1663},"University of Montreal, Canada",[],{"orcid":1666,"title":1668,"openalex":1670},{"VOID":1667},"https:\u002F\u002Forcid.org\u002F0009-0006-6621-8696",{"EN":1669},"Richard E. 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Research questions involving the interaction of two variables are likewise quite common. Methods for estimating and interpreting interactions between latent variables within a structural equation modeling framework have recently become available. The latent moderated structural equations (LMS) method is one that is built into Mplus software. The potential utility of this method is limited by the fact that the models do not produce traditional model fit indices, standardized coefficients, or effect sizes for the latent interaction, which renders model fitting and interpretation of the latent variable interaction difficult. This article compiles state-of-the-science techniques for assessing LMS model fit, obtaining standardized coefficients, and determining the size of the latent interaction effect in order to create a tutorial for new users of LMS models. The recommended sequence of model estimation and interpretation is demonstrated via a substantive example and a Monte Carlo simulation. Finally, extensions of this method are discussed, such as estimating quadratic effects of latent factors and interactions between latent slope and intercept factors, which hold significant potential for testing and advancing developmental theories. \u003C\u002Fjats:p>",{"EN":2552},"Estimating and interpreting latent variable 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This study explored whether the themes that emerged from children's definitions of bullying were consistent with theoretical and methodological operationalizations within the research literature, and whether the provision of a definition when administering bullying experience items would lead to different prevalence rates in reported victimization and bullying. Students aged 8—18 ( N = 1767) were randomly assigned to one of two conditions. In the first condition, students were provided with a standard bullying definition; in the second condition, students provided their own definition of bullying. Results indicated that students' definitions of bullying rarely included the three prominent definitional criteria typically endorsed by researchers: intentionality (1.7%), repetition (6%), and power imbalance (26%), although almost all students (92%) did emphasize negative behaviors in their definition. Younger children made more mention of physical aggression, general harassing behaviors, and verbal aggression in their definitions, whereas the theme of relational aggression was most prominent in the middle years and reported more by girls than boys. Finally, students who were given a definition of bullying reported being victimized less than students not provided with a definition. 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An integrative approach to theory, research, and post-traumatic therapy",{},{"id":28,"text":3776,"url":28,"identifiers":3777},"10.1097\u002F00004583-199307000-00002",{"doi":3776},{"id":3779,"createTime":3780,"updateTime":3781,"relativeEntities":3782,"slug":3783,"properties":3784,"entityType":1008,"verifyStatus":26,"verifyTime":3780,"verifyNote":1009,"languages":3803,"translateLanguages":3804,"viewCount":32,"primaryUrl":3805,"fullTextUrl":28,"authors":3806,"publicationType":1051,"publisherRelationship":3860,"citationCount":3924,"citationInfo":3925,"publishDate":2687,"publishYear":2685,"citationAnalyzeStatus":884,"lastCitationAnalyze":28,"indexDatabases":3927,"openAccess":28,"references":3928,"isForceReanalyzing":1271},"0bafa3d4-8c86-4eae-83de-8918023a26d7","2024-12-26T12:03:45.079+00:00","2025-01-25T11:20:28.100+00:00",[],"Midlife-as-a-pivotal-period-in-the-life-course",{"mag":3785,"keywords":3787,"pmc":3789,"openalex":3791,"abstract":3793,"title":3796,"pm":3799,"doi":3801},{"VOID":3786},"2129763929",{"VI":3788},"sức khỏe thể chất, chức năng nhận thức, hạnh phúc, độ tuổi trung niên, khả năng chống chịu",{"VOID":3790},"4286887",{"VOID":3792},"W2129763929",{"VI":3794,"EN":3795},"\u003Cjats:p> Chúng tôi cung cấp bằng chứng về tính đa chiều, sự biến đổi và khả năng thay đổi trong bản chất và phương hướng của sự thay đổi trong sức khỏe thể chất, chức năng nhận thức và hạnh phúc trong giai đoạn giữa của cuộc đời. Bức tranh về hạnh phúc ở độ tuổi trung niên dựa trên các dữ liệu dài hạn từ nghiên cứu Midlife in the United States (MIDUS) tích cực hơn nhiều so với những gì đã thể hiện trong các nghiên cứu cắt ngang trước đây. Chúng tôi trình bày độ tuổi trung niên như một giai đoạn then chốt trong quá trình sống về việc cân bằng giữa sự phát triển và suy giảm, liên kết các giai đoạn sớm và muộn trong cuộc sống, và tạo cầu nối giữa các thế hệ trẻ và già. Chúng tôi nhấn mạnh vai trò của các yếu tố bảo vệ và khả năng chống chịu đa hệ thống trong việc giảm thiểu sự suy giảm. Những người trong độ tuổi trung niên đóng vai trò trung tâm trong cuộc sống của những người trẻ hơn và những người lớn tuổi hơn tại nhà, tại nơi làm việc, và trong xã hội nói chung. 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