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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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S., 1997, Relational aggression and peer relations: Gender and developmental issues, Merrill-Palmer Quarterly, 43, 87",{},{"id":28,"text":2132,"url":28,"identifiers":2133},"10.1023\u002FA:1005174831561",{"doi":2132},{"id":28,"text":2135,"url":28,"identifiers":2136},"10.1007\u002FBF00289862",{"doi":2135},{"id":28,"text":2138,"url":28,"identifiers":2139},"10.1037\u002F0012-1649.33.4.601",{"doi":2138},{"id":28,"text":2141,"url":28,"identifiers":2142},"10.1037\u002F0021-843X.108.4.615",{"doi":2141},{"id":28,"text":2144,"url":28,"identifiers":2145},"10.1023\u002FA:1010377329840",{"doi":2144},{"id":28,"text":2147,"url":28,"identifiers":2148},"10.1353\u002Fmpq.2001.0018",{"doi":2147},{"id":28,"text":2150,"url":28,"identifiers":2151},"10.1017\u002FS0954579400004272",{"doi":2150},{"id":2153,"createTime":2154,"updateTime":2154,"relativeEntities":2155,"slug":2156,"properties":2157,"entityType":981,"verifyStatus":26,"verifyTime":2168,"verifyNote":982,"languages":2169,"translateLanguages":28,"viewCount":32,"primaryUrl":2170,"fullTextUrl":28,"authors":2171,"publicationType":1075,"publisherRelationship":2244,"citationCount":2302,"citationInfo":2303,"publishDate":2306,"publishYear":2304,"citationAnalyzeStatus":884,"lastCitationAnalyze":28,"indexDatabases":2307,"openAccess":28,"references":2308,"isForceReanalyzing":1668},"6e44cebd-ed4e-4147-bb4f-ede0e65fce6d","2024-10-06T16:09:06.286+00:00",[],"Security-of-Attachment-as-a-Predictor-of-Symbolic-and-Mentalising-Abilities-A-Longitudinal-Study",{"openalex":2158,"mag":2160,"abstract":2162,"title":2164,"doi":2166},{"VOID":2159},"W2064753406",{"VOID":2161},"2064753406",{"EN":2163},"\u003Cjats:p>The development of symbolic and mentalising abilities was examined in 33 children whose security of attachment had been assessed in infancy. It was found that securely attached children: (i) were better able to incorporate an experimenter’s play suggestions into their sequences of symbolic play at 31 months; and (ii) performed better on a version of Wimmer and Perner’s (1983) unexpected transfer task at age 4. There was also evidence of superior mentalising abilities among the secure group at age 5, despite no group differences being found in general cognitive ability. We suggest that these security‐related differences might be related to mothers’ propensity to treat their securely attached children as individuals with minds. In support of this hypothesis, mothers in the secure group adopted more sensitive tutoring strategies, and were more likely to describe their children in terms of their mental characteristics. Possible developmental pathways linking security of attachment in infancy with subsequent development were investigated using path analyses.\u003C\u002Fjats:p>",{"EN":2165},"Security of Attachment as a Predictor of Symbolic and Mentalising Abilities: A Longitudinal Study",{"VOID":2167},"10.1111\u002F1467-9507.00047","2024-10-06T16:09:06.285+00:00",[31],"https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002F1467-9507.00047",[2172,2191,2208,2225],{"id":2173,"sortIndex":32,"researcher":28,"roles":2174,"affiliations":2175,"properties":2184,"displayName":2188,"givenName":28,"familyName":28},"fee6022d-247b-4226-9a44-8f787203e3aa",[],[2176],{"id":2177,"sortIndex":32,"affiliation":2178,"properties":28},"7becbb42-bb21-4f2a-a65e-bde5d07ce194",{"id":2177,"createTime":28,"updateTime":28,"relativeEntities":2179,"slug":28,"properties":2180,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2183,"statistic":28},[],{"title":2181},{"EN":2182},"University of Cambridge",[],{"orcid":2185,"title":2187,"openalex":2189},{"VOID":2186},"https:\u002F\u002Forcid.org\u002F0000-0002-5375-6448",{"EN":2188},"Elizabeth Meins",{"VOID":2190},"A5011933418",{"id":2192,"sortIndex":40,"researcher":28,"roles":2193,"affiliations":2194,"properties":2201,"displayName":2205,"givenName":28,"familyName":28},"6dfe16d4-10ff-4cf9-9be8-25f118920d5c",[],[2195],{"id":2177,"sortIndex":32,"affiliation":2196,"properties":28},{"id":2177,"createTime":28,"updateTime":28,"relativeEntities":2197,"slug":28,"properties":2198,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2200,"statistic":28},[],{"title":2199},{"EN":2182},[],{"orcid":2202,"title":2204,"openalex":2206},{"VOID":2203},"https:\u002F\u002Forcid.org\u002F0000-0002-3822-710X",{"EN":2205},"Charles Fernyhough",{"VOID":2207},"A5015165383",{"id":2209,"sortIndex":123,"researcher":28,"roles":2210,"affiliations":2211,"properties":2218,"displayName":2222,"givenName":28,"familyName":28},"98015def-2c45-4992-ba12-14264240da03",[],[2212],{"id":2177,"sortIndex":32,"affiliation":2213,"properties":28},{"id":2177,"createTime":28,"updateTime":28,"relativeEntities":2214,"slug":28,"properties":2215,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2217,"statistic":28},[],{"title":2216},{"EN":2182},[],{"orcid":2219,"title":2221,"openalex":2223},{"VOID":2220},"https:\u002F\u002Forcid.org\u002F0000-0003-1041-3717",{"EN":2222},"James A. 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studies of the relationship between parenting and child development have included a focus on the parent's capacity to treat the child as a psychological agent. Several constructs have been developed to refer to this capacity, for example maternal mind‐mindedness, reflective functioning, and parental mentalizing. In this review article, we compare and contrast different constructs from diverse theoretical backgrounds that have been developed to operationalize parental mentalizing. We examine the empirical evidence to date in support of each of the constructs and review the relevant measures associated with each construct. Next, we discuss the possibility that these apparently diverse constructs may tap into the same underlying neurobiological socio‐cognitive system. We conclude by proposing a testable model for describing the links between parental mentalization, the development of mentalizing in children, and child psychopathology.\u003C\u002Fjats:p>","\u003Cjats:title>Tóm tắt\u003C\u002Fjats:title>\u003Cjats:p>Các nghiên cứu gần đây về mối quan hệ giữa nuôi dưỡng con cái và phát triển tâm lý của trẻ đã tập trung vào khả năng của phụ huynh trong việc xem trẻ như một tác nhân tâm lý. Nhiều khái niệm đã được phát triển để chỉ ra khả năng này, ví dụ như \"mind‐mindedness\" của bà mẹ, chức năng phản ánh và khả năng \"mentalizing\" của phụ huynh. Trong bài tổng quan này, chúng tôi so sánh và đối chiếu các khái niệm khác nhau từ các nền tảng lý thuyết đa dạng đã được phát triển để thực hiện hóa khả năng \"mentalizing\" của phụ huynh. Chúng tôi xem xét các bằng chứng thực nghiệm hiện có để ủng hộ từng khái niệm và xem lại các phương pháp đo lường liên quan đến từng khái niệm. Tiếp theo, chúng tôi thảo luận về khả năng các khái niệm đa dạng này có thể khai thác cùng một hệ thống thần kinh xã hội nhận thức cơ bản. Cuối cùng, chúng tôi đề xuất một mô hình có thể kiểm chứng để mô tả các liên kết giữa khả năng \"mentalizing\" của phụ huynh, sự phát triển \"mentalizing\" ở trẻ, và các vấn đề tâm lý học về hành vi ở trẻ em.\u003C\u002Fjats:p>",{"EN":2324,"VI":2325},"The Parent's Capacity to Treat the Child as a Psychological Agent: Constructs, Measures and Implications for Developmental Psychopathology","Khả Năng Của Phụ Huynh Đối Với Việc Xem Trẻ Như Một Tâm Lý Nhân Tố: Các Khái Niệm, Phép Đo Lường và Ảnh Hưởng Đến Tâm Lý Phát 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L. Slade A. Berger B. Bresgi I. &Kaplan M.(1985).The parent development interview. Unpublished protocol The City University of New York.",{},{"id":28,"text":2445,"url":28,"identifiers":2446},"10.1038\u002Fnrn1056",{"doi":2445},{"id":28,"text":2448,"url":28,"identifiers":2449},"Ainsworth M. D. 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Parsons E. &Lyons‐Ruth K.(1999).Atypical maternal behavior instrument for assessment and classification (AMBIANCE): Manual for coding disrupted affective communication Version 2. 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Correlational and group‐difference analyses demonstrated that perceived popularity is moderately and positively related to sociometric popularity and social dominance. Perceived popular girls were viewed as prosocial, bright, and in possession of the expressive equipment of popularity (i.e., attractiveness and spending power); perceived popular girls who were not well‐liked (i.e., sociometrically popular) had these characteristics as well but also were above‐average (\u003C\u002Fjats:italic>>\u003Cjats:italic>.5 SD) on social aggression and social visibility (i.e., cool and athletic). Perceived popular boys were reported to be socially visible (i.e., cool and athletic) and with low levels of social withdrawal; perceived popular boys who were not well‐liked had these characteristics but also were reported to be socially aggressive, attractive, and to possess spending power. Finally, group comparisons revealed that perceived popularity, either alone or in combination with sociometric popularity, is accompanied by more social prerogatives (i.e., admiration, leadership, social control) than sociometric popularity alone. 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L., 1979, Basic statistics for education and the behavioral sciences, 400",{},{"id":2927,"createTime":2928,"updateTime":2928,"relativeEntities":2929,"slug":2930,"properties":2931,"entityType":981,"verifyStatus":26,"verifyTime":2928,"verifyNote":982,"languages":2941,"translateLanguages":28,"viewCount":32,"primaryUrl":2942,"fullTextUrl":28,"authors":2943,"publicationType":1075,"publisherRelationship":2991,"citationCount":596,"citationInfo":3048,"publishDate":2827,"publishYear":2825,"citationAnalyzeStatus":884,"lastCitationAnalyze":28,"indexDatabases":3050,"openAccess":28,"references":3051,"isForceReanalyzing":1668},"e1d28982-549a-40b3-90da-0b0834ad55d1","2024-10-11T12:46:28.429+00:00",[],"Relational-Aggression-and-Victimization-in-Young-Adults-Romantic-Relationships-Associations-with-Perceptions-of-Parent-Peer-and-Romantic-Relationship-Quality",{"openalex":2932,"mag":2934,"abstract":2936,"title":2938,"doi":2940},{"VOID":2933},"W1983997158",{"VOID":2935},"1983997158",{"EN":2937},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p> \u003Cjats:italic>This study had three goals: (a) To investigate gender differences in relational aggression and victimization within young adults' romantic relationships, (b) to investigate associations between romantic relational aggression and victimization and perceptions of romantic relationship quality, and (c) to explore parent and peer predictors of romantic relational aggression and victimization. College students (70 females and 34 males) completed self‐reports of romantic relational aggression and victimization, and parent, peer, and romantic relationship quality. Men and women reported equal levels of romantic relational aggression, and men reported higher levels of victimization than women. Aggression and victimization were positively correlated with negative romantic relationship qualities and negatively correlated with positive relationship qualities. Regression analyses indicated that both romantic relational victimization and romantic relational aggression explained variance in romantic relationship quality. There were several significant associations between parent and peer relationship quality and romantic relational aggression and victimization, which suggest that poor relationships with parents and peers may play a role in the development and maintenance of these behaviors.\u003C\u002Fjats:italic> \u003C\u002Fjats:p>",{"EN":2939},"Relational Aggression and Victimization in Young Adults' Romantic Relationships: Associations with Perceptions of Parent, Peer, and Romantic Relationship Quality",{"VOID":2081},[31],"https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002F1467-9507.00187",[2944,2961,2976],{"id":2945,"sortIndex":32,"researcher":28,"roles":2946,"affiliations":2947,"properties":2956,"displayName":2958,"givenName":28,"familyName":28},"4f189624-2a99-425c-b767-27697ef006ed",[],[2948],{"id":2949,"sortIndex":32,"affiliation":2950,"properties":28},"b2c09929-d9ee-4fd3-994c-302ff62819e4",{"id":2949,"createTime":28,"updateTime":28,"relativeEntities":2951,"slug":28,"properties":2952,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2955,"statistic":28},[],{"title":2953},{"EN":2954},"University of Minnesota",[],{"title":2957,"openalex":2959},{"EN":2958},"Jennifer Ruh Linder",{"VOID":2960},"A5076438373",{"id":2962,"sortIndex":40,"researcher":28,"roles":2963,"affiliations":2964,"properties":2971,"displayName":2973,"givenName":28,"familyName":28},"5fb66d9c-92a7-4c7c-bb7f-af192a1a7d34",[],[2965],{"id":2949,"sortIndex":32,"affiliation":2966,"properties":28},{"id":2949,"createTime":28,"updateTime":28,"relativeEntities":2967,"slug":28,"properties":2968,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":2970,"statistic":28},[],{"title":2969},{"EN":2954},[],{"title":2972,"openalex":2974},{"EN":2973},"Nicki R. 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R., 2001, Peer Harassment in School: The Plight of the Vulnerable and Victimized, 196",{},{"id":28,"text":3102,"url":28,"identifiers":3103},"Crick N. R., 1999, Gender and motivation. Nebraska symposium on motivation, 75",{},{"id":28,"text":3105,"url":28,"identifiers":3106},"10.1037\u002F0033-2909.126.5.681",{"doi":3105},{"id":28,"text":3108,"url":28,"identifiers":3109},"10.1177\u002F088626097012001008",{"doi":3108},{"id":28,"text":3111,"url":28,"identifiers":3112},"Grotpeter J. K., 1996, Relational aggression, overt aggression, and friendship., Child Development, 67, 2328, 10.2307\u002F1131626",{"doi":3113},"10.2307\u002F1131626",{"id":28,"text":3115,"url":28,"identifiers":3116},"Grotpeter J. K., 1996, Relationally and overtly aggressive children's relationships with their mothers",{},{"id":28,"text":3118,"url":28,"identifiers":3119},"Grotpeter J. K. Geiger T. C. Nukulkij P. Crick N. R.(2001).Friendships of relationally and physically victimized children: With friends like these who needs enemies?Unpublished manuscript.",{},{"id":28,"text":2050,"url":28,"identifiers":3121},{"doi":2050},{"id":28,"text":3123,"url":28,"identifiers":3124},"Hart C. H., 2000, Family and peers: Linking two social worlds, 47",{},{"id":28,"text":3126,"url":28,"identifiers":3127},"10.1016\u002FS1359-1789(97)00049-9",{"doi":3126},{"id":28,"text":3129,"url":28,"identifiers":3130},"10.1177\u002F088626092007003005",{"doi":3129},{"id":28,"text":3132,"url":28,"identifiers":3133},"Lloyd S. A., 1994, Conflict in personal relationships, 27",{},{"id":28,"text":3135,"url":28,"identifiers":3136},"MacDonald C. D., 1997, Relational aggression and risk behaviors in middle school students",{},{"id":28,"text":3138,"url":28,"identifiers":3139},"10.1037\u002F0022-006X.65.1.68",{"doi":3138},{"id":28,"text":3141,"url":28,"identifiers":3142},"10.1037\u002F0021-843X.107.3.375",{"doi":3141},{"id":28,"text":3144,"url":28,"identifiers":3145},"10.2307\u002F584365",{"doi":3144},{"id":28,"text":3147,"url":28,"identifiers":3148},"10.1007\u002FBF02333424",{"doi":3147},{"id":28,"text":3150,"url":28,"identifiers":3151},"Morales J. R., 1999, Hostile attribution and aggression in adolescent peer and romantic relationships",{},{"id":28,"text":3153,"url":28,"identifiers":3154},"Morales J. R.&Crick N. R.(1998).Self‐report measure of aggression and victimization. Unpublished measure.",{},{"id":28,"text":3156,"url":28,"identifiers":3157},"Morales J. R. Crick N. R. Werner N. E. Schellin H.(1999).Adolescent's normative beliefs about aggression: A qualitative analysis. Unpublished manuscript.",{},{"id":28,"text":3159,"url":28,"identifiers":3160},"Morales J. R., 2000, Relational and physical aggression and psychological adjustment in adolescent peer and romantic relationships",{},{"id":28,"text":3162,"url":28,"identifiers":3163},"10.1037\u002F0022-006X.57.5.579",{"doi":3162},{"id":28,"text":3165,"url":28,"identifiers":3166},"Nelson D. A.&Crick N. R.(in press).Parental psychological control: Implications for childhood physical and relational aggression. InB. K.Barber(Ed.)Psychological control of children and adolescents. Washington D.C.:American Psychological Association (APA) Books.",{},{"id":28,"text":3168,"url":28,"identifiers":3169},"10.1177\u002F088626097012004005",{"doi":3168},{"id":28,"text":3171,"url":28,"identifiers":3172},"10.1037\u002F0033-2909.126.5.685",{"doi":3171},{"id":28,"text":3174,"url":28,"identifiers":3175},"10.1037\u002F0022-006X.62.3.594",{"doi":3174},{"id":28,"text":3177,"url":28,"identifiers":3178},"10.1177\u002F088626090005001005",{"doi":3177},{"id":28,"text":3180,"url":28,"identifiers":3181},"10.2307\u002F353442",{"doi":3180},{"id":28,"text":3183,"url":28,"identifiers":3184},"10.1177\u002F088626088003004005",{"doi":3183},{"id":28,"text":3186,"url":28,"identifiers":3187},"Schafer M. Werner N. E. Crick N. R.(in press).Relational victimization physical victimization and bullying among German school children: Relations among constructs gender differences and links with adjustment.British Journal of Developmental Psychology.",{},{"id":28,"text":3189,"url":28,"identifiers":3190},"10.1037\u002Fh0087085",{"doi":3189},{"id":28,"text":3192,"url":28,"identifiers":3193},"10.1111\u002Fj.1559-1816.1984.tb02258.x",{"doi":3192},{"id":28,"text":3195,"url":28,"identifiers":3196},"10.1177\u002F088626098013006001",{"doi":3195},{"id":28,"text":3198,"url":28,"identifiers":3199},"Sugarman D. B., 1989, Violence in dating relationships: Emerging social issues, 3",{},{"id":28,"text":2141,"url":28,"identifiers":3201},{"doi":2141},{"id":28,"text":3203,"url":28,"identifiers":3204},"10.1002\u002F1098-2337(1994)20:3\u003C195::AID-AB2480200306>3.0.CO;2-#",{"doi":3203},{"id":28,"text":3206,"url":28,"identifiers":3207},"White J. W., 1991, Courtship violence: Incidence in a national sample of higher education students., Violence and Victims, 6, 247, 10.1891\u002F0886-6708.6.4.247",{"doi":3208},"10.1891\u002F0886-6708.6.4.247",{"id":28,"text":3210,"url":28,"identifiers":3211},"10.1037\u002F0033-2909.126.5.690",{"doi":3210},{"id":3213,"createTime":3214,"updateTime":3214,"relativeEntities":3215,"slug":3216,"properties":3217,"entityType":981,"verifyStatus":26,"verifyTime":3214,"verifyNote":982,"languages":3228,"translateLanguages":28,"viewCount":32,"primaryUrl":3229,"fullTextUrl":28,"authors":3230,"publicationType":1075,"publisherRelationship":3299,"citationCount":3357,"citationInfo":3358,"publishDate":3361,"publishYear":3359,"citationAnalyzeStatus":884,"lastCitationAnalyze":28,"indexDatabases":3362,"openAccess":28,"references":3363,"isForceReanalyzing":1668},"bc91f732-b27f-43eb-ab3c-42d1e5ad1841","2024-10-14T15:51:16.881+00:00",[],"Trait-Emotional-Intelligence-and-Children-s-Peer-Relations-at-School",{"openalex":3218,"mag":3220,"abstract":3222,"title":3224,"doi":3226},{"VOID":3219},"W2047937975",{"VOID":3221},"2047937975",{"EN":3223},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>Trait emotional intelligence (‘trait EI’ or ‘trait emotional self‐efficacy’) is a constellation of emotion‐related self‐perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were administered the trait emotional intelligence questionnaire and were subsequently asked to nominate all classmates who fitted each of seven distinct behavioural descriptions (‘co‐operative’, ‘disruptive’, ‘shy’, ‘aggressive’, ‘dependent’, ‘leader’ and ‘intimidating’). The teachers were also asked to nominate all pupils who fitted the seven descriptions. Pupils with high trait EI scores received more nominations for ‘co‐operation’ and ‘leadership’ and fewer nominations for ‘disruption’, ‘aggression’ and ‘dependence’. Factor analysis of teacher nominations revealed two orthogonal factors encompassing pro social and antisocial descriptions, respectively. High trait EI pupils scored higher on the pro social factor and lower on the antisocial factor. The discussion focuses on the construct validity of trait EI and its implications for children's peer relations at school.\u003C\u002Fjats:p>",{"EN":3225},"Trait Emotional Intelligence and Children's Peer Relations at School",{"VOID":3227},"10.1111\u002Fj.1467-9507.2006.00355.x",[31],"https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1111\u002Fj.1467-9507.2006.00355.x",[3231,3250,3267,3284],{"id":3232,"sortIndex":32,"researcher":28,"roles":3233,"affiliations":3234,"properties":3243,"displayName":3247,"givenName":28,"familyName":28},"5aa2fd74-38a5-4741-837e-7b7df4e65c5a",[],[3235],{"id":3236,"sortIndex":32,"affiliation":3237,"properties":28},"1708f3d2-4026-4f16-b31c-8c580ae5b4b0",{"id":3236,"createTime":28,"updateTime":28,"relativeEntities":3238,"slug":28,"properties":3239,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":3242,"statistic":28},[],{"title":3240},{"EN":3241},"Institute of Education University of London",[],{"orcid":3244,"title":3246,"openalex":3248},{"VOID":3245},"https:\u002F\u002Forcid.org\u002F0000-0002-7130-8673",{"EN":3247},"K. 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\u003Cjats:italic>Using conflict narratives reported by adolescents in grade 7 (mean age\u003C\u002Fjats:italic> =\n \u003Cjats:italic>13.4 years), this study investigated the interactional properties and developmental\n functions of four types of aggressive behaviors: social aggression, direct relational\n aggression, physical aggression, and verbal aggression. A total of 475 participants\n from the Carolina Longitudinal Study (\u003C\u002Fjats:italic>\u003Cjats:ext-link xmlns:xlink=\"http:\u002F\u002Fwww.w3.org\u002F1999\u002Fxlink\" xlink:href=\"#b10\">\u003Cjats:italic>Cairns & Cairns, 1994\u003C\u002Fjats:italic>\u003C\u002Fjats:ext-link>\u003Cjats:italic>)\n were included. Results showed that the majority of conflict interactions involved\n more than a dyad. The use of social aggression (e.g., concealed social attack) was\n associated with more individuals involved in the conflict. Social aggression was\n primarily reported as an initiating behavior for interpersonal conflicts, while direct\n relational aggression was a responding behavior. Medium to high levels of reciprocity\n were found for physical, verbal, and direct relational aggression, whereas a low\n level of reciprocity was reported for social aggression. School authorities were\n most likely to intervene in physical aggression. The use of social aggression was\n associated with higher network centrality among adolescents. 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