scholarly journals Influencia de los problemas internalizantes y externalizantes en la autoeficacia en estudiantes de Secundaria.

2019 ◽  
Vol 37 (2) ◽  
pp. 413-429 ◽  
Author(s):  
Carlos Salavera bordás ◽  
Pablo Usán
Keyword(s):  
Secondary Students ◽  
Internalizing Problems ◽  
Self Efficacy ◽  
Externalizing Problems ◽  
Antisocial Behaviour ◽  
Internalizing And Externalizing Problems ◽  
Las Mujeres ◽  
The Individual ◽  
The Relationship ◽  
Internalizing And Externalizing

La autoeficacia tiene repercusión en los resultados académicos de nuestros estudiantes, la cual puede encontrarse relacionada con los problemas internalizantes y externalizantes de la persona. Se evaluó a 1 402 estudiantes de Secundaria de 12 a 17 años (50.71% varones; M=14.94 años) de la provincia de Zaragoza para analizar la relación entre problemas internalizantes, externalizantes y autoeficacia. Los resultados muestran como las mujeres obtuvieron mayor puntuación en los problemas internalizantes y los varones en los factores correspondientes a agresión y conducta antisocial de los problemas externalizantes. Los problemas internalizantes Depresión, Obsesión-Compulsión (R2=.302) en el caso de los varones y Depresión y Ansiedad (R2=.458) en el caso las mujeres actuaron como predictores de la autoeficacia. Además, ninguno de los problemas externalizantes predijeron la autoeficacia. El modelo entre autoeficacia, problemas internalizantes y externalizantes obtuvo un buen ajuste y los factores internalizantes mostraron una relación inversa con la autoeficacia (r=-.36), mientras los problemas externalizantes mostraron una escasa correlación (r=.12) con ésta. Como conclusiones, el estudio evidenció como una mayor presencia de los problemas internalizantes lleva aparejada una menor autoeficacia en los estudiantes de Secundaria, así como la escasa influencia de los problemas externalizantes en esta autoeficacia. Self-efficacy has an impact on the academic results of our students. This can be related to the internalizing and externalizing problems of the individual. We evaluated 1402 secondary students between 12 to 17 years old (50.71% male, M = 14.94 years) in the region of Zaragoza in order to analyse the relationship between internalizing, externalizing and self-efficacy problems. The results show how women obtained higher scores in internalizing problems and men in externalizing problems regarding aggression and antisocial behaviour. Internalizing problems such as Depression, Obsession-Compulsion (R2=.302) in the case of men and Depression and Anxiety (R2=.458) in the case women acted as predictors of self-efficacy. In addition, none of the externalizing problems predicted self-efficacy. The model between self-efficacy, internalizing and externalizing problems obtained a good fit and internalizing factors showed an inverse relationship with self-efficacy (r= -.36), while externalizing problems showed a low correlation (r=.12) with this. In conclusion, the study showed how a greater presence of internalizing problems leads to lower self-efficacy in secondary students as well as the scarce influence of externalizing problems in relation to self-efficacy.

scholarly journals Bullying Victimization and Problem Video Gaming: The Mediating Role of Externalizing and Internalizing Problems

2021 ◽  
Vol 18 (4) ◽  
pp. 1930
Author(s):  
Jérémie Richard ◽  
Loredana Marchica ◽  
William Ivoska ◽  
Jeffrey Derevensky
Keyword(s):  
Mental Health ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Video Gaming ◽  
Bullying Victimization ◽  
Internalizing And Externalizing Problems ◽  
Externalizing And Internalizing Problems ◽  
The Relationship ◽  
Problem Video Gaming ◽  
Internalizing And Externalizing

Background: Adolescent victims of bullying are more likely to experience a range of mental health problems. Although research has investigated the relationship between bullying victimization and various addictive behaviors, the impact of bullying on problem video gaming (PVG) remains largely unexplored. The purpose of this study is to investigate the relationship between bullying victimization and PVG as mediated by the presence of internalizing and externalizing problems. Methods: Survey responses were collected from 6353 high-school students aged 12 to 18. Measures include bullying victimization (physical, verbal, cyber and indirect), internalizing (e.g., anxious and depressive symptoms) and externalizing (e.g., aggressive and delinquent problems) problems, and PVG (measured by the Internet Gaming Disorder Scale–Short Form). Results: Mediation analyses indicated that the relationship between verbal bullying and PVG was completely mediated by the presence of internalizing and externalizing problems. The relationship between physical bullying and PVG was completely mediated by externalizing problems and the relationship between cyberbullying and PVG was completely mediated by internalizing problems. Lastly, the relationship between indirect bullying and PVG was partially mediated by externalizing and internalizing problems. Conclusions: Results suggest that different types of bullying victimization are differentially associated with PVG, with mental health symptoms significantly mediating this relationship.

The trajectories of child’s internalizing and externalizing problems, social competence and adolescent self-reported problems in a Finnish normal population sample

2014 ◽  
Vol 35 (6) ◽  
pp. 561-579 ◽  
Author(s):  
Marie Korhonen ◽  
Ilona Luoma ◽  
Raili K. Salmelin ◽  
Mika Helminen ◽  
Riittakerttu Kaltiala-Heino ◽  
...  
Keyword(s):  
Social Competence ◽  
School Psychologists ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Normal Population ◽  
Population Sample ◽  
Self Report ◽  
Internalizing And Externalizing Problems ◽  
High Level ◽  
Internalizing And Externalizing

Group-based modeling techniques are increasingly used in developmental studies to explore the patterns and co-occurrence of internalizing and externalizing problems. Social competence has been found to reciprocally influence internalizing and externalizing problems, but studies on its associations with different patterns of these problems are scarce. Using data from a Finnish longitudinal normal population sample, trajectories of internalizing and externalizing problems were formed using the Child Behavior Checklist completed by the mother at the child’s age of 4- to 5-years-old, 8- to 9-years-old, and 16- to 17-years-old ( N = 261). The results indicate that adolescent’s self-reported internalizing and externalizing problems based on the Youth Self Report were associated with the trajectories of internalizing and externalizing problems. Social competence both in early childhood and in adolescence was poorer among children with chronic internalizing problems and among those with adolescent-onset externalizing problems. One-third of the children who had a chronically high level of internalizing problems had an initially high but decreasing level of externalizing problems, while 33% of the adolescents with adolescent-onset externalizing problems had a chronically high level of internalizing problems. School psychologists are encouraged to screen for internalizing problems from children with behavioral, academic or social problems.

scholarly journals Evaluating the effectiveness of a transdiagnostic universal prevention program for both internalizing and externalizing problems in children: Two feasibility studies

2021 ◽  
Author(s):  
Kohei Kishida ◽  
Noriko Hida ◽  
Shin-ichi Ishikawa
Keyword(s):  
Elementary School ◽  
School Children ◽  
Internalizing Problems ◽  
Prevention Program ◽  
Externalizing Problems ◽  
Elementary School Children ◽  
Feasibility Studies ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing ◽  
Site Training

Abstract Background The present study examined the effectiveness of the Universal Unified Prevention Program for Diverse Disorders (Up2-D2) for internalizing and externalizing problems for children aged 9−11 years. Methods We used two feasibility studies. The Up2-D2 entailed 12 sessions delivered by teachers; each session was developed based on cognitive-behavioral and positive psychological interventions. In Studies 1 and 2, 58 elementary school children aged 9−11 and 73 elementary school children aged 10−11 attended the Up2-D2. The teachers in Study 1 received 1.5 hours of on-site teacher training for learning rationales for interventions, how to run the program, and received ongoing supervision by professionals with mental health expertise. In contrast, the teachers in Study 2 were given self-learning DVD materials in place of on-site training and ongoing supervision. Results Mixed models revealed that general difficulties, which is total score of both internalizing and externalizing problems, decreased in Study 1 but not in Study 2. Additional analyses for children with subclinical general difficulties revealed that general difficulties, internalizing problems, and externalizing problems decreased in Study 1, whereas in Study 2, general difficulties and internalizing problems decreased, except for externalizing problems. Conclusions These results suggest that on-site teacher training and ongoing supervision are imperative for improving general difficulties in children at a universal level. In addition, universal preventive interventions by classroom teachers without on-site training and continuous supervision might be efficacious for reducing general difficulties and internalizing problems for children with subclinical difficulties.

Pre-pandemic psychological and behavioral predictors of responses to the COVID-19 pandemic in nine countries

2021 ◽  
pp. 1-16
Author(s):  
Jennifer E. Lansford ◽  
Ann T. Skinner ◽  
Jennifer Godwin ◽  
Lei Chang ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
United States ◽  
Substance Use ◽  
Risk Taking ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Well Being ◽  
Mothers And Fathers ◽  
Internalizing And Externalizing Problems ◽  
Behavioral Predictors ◽  
Internalizing And Externalizing

Abstract Prior to the COVID-19 pandemic, adolescents (N = 1,330; Mages = 15 and 16; 50% female), mothers, and fathers from nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United States) reported on adolescents’ internalizing and externalizing problems, adolescents completed a lab-based task to assess tendency for risk-taking, and adolescents reported on their well-being. During the pandemic, participants (Mage = 20) reported on changes in their internalizing, externalizing, and substance use compared to before the pandemic. Across countries, adolescents’ internalizing problems pre-pandemic predicted increased internalizing during the pandemic, and poorer well-being pre-pandemic predicted increased externalizing and substance use during the pandemic. Other relations varied across countries, and some were moderated by confidence in the government’s handling of the pandemic, gender, and parents’ education.

scholarly journals Advances on Parental Educational Styles Predictors of Internalizing and Externalizing Behaviors in Children

2019 ◽  
Vol 18 (5) ◽  
pp. 1-10
Author(s):  
Jaime Humberto Moreno Méndez ◽  
José Pedro Espada Sánchez ◽  
Inmaculada Gómez Becerra
Keyword(s):  
Public Schools ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Child Behavior Checklist ◽  
Externalizing Behaviors ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing Behaviors ◽  
Externalizing And Internalizing Problems ◽  
Communication Difficulties ◽  
Internalizing And Externalizing

The purposes of this study were to perform a psychometric analysis of the Parental Educational Styles Questionnaire and to evaluate its predictive validity on externalizing and internalizing problems in Colombian children. Participants were 680 parents (M= 37.34; SD= 9.2) of children aged between 8 and 12 years enrolled in public schools in Bogota, Colombia. The parental educational styles questionnaire and the child behavior checklist -parents format- were applied to the participants. The resulting model presents the best indicators of favorable fit according to confirmatory factorial analyses. These values show an internal consistence of the instrument. The results indicate that dysfunctional reaction to disobedience, communication difficulties and conflicts predicted internalizing and externalizing problems.

The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years

2016 ◽  
Vol 28 (3) ◽  
pp. 855-867 ◽  
Author(s):  
Jan Van der Ende ◽  
Frank C. Verhulst ◽  
Henning Tiemeier
Keyword(s):  
Academic Performance ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Model Tests ◽  
Childhood And Adolescence ◽  
Academic Problems ◽  
Internalizing And Externalizing Problems ◽  
Poor Academic Performance ◽  
Increased Risk ◽  
Internalizing And Externalizing

AbstractInternalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6–10 years at baseline and 14–18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

Child Maltreatment, Early Adult Substance Use, and Mediation by Adolescent Behavior Problems

2020 ◽  
pp. 107755952094191
Author(s):  
Howard Dubowitz ◽  
Scott Roesch ◽  
Terri Lewis
Keyword(s):  
Substance Use ◽  
Physical Abuse ◽  
Young Adulthood ◽  
Internalizing Problems ◽  
Childhood Maltreatment ◽  
Externalizing Problems ◽  
Related Substance ◽  
Internalizing And Externalizing Problems ◽  
Maltreatment Type ◽  
Internalizing And Externalizing

The purpose of the current study was to examine the potential mediating effects of internalizing and externalizing problems at ages 14, 16 and 18 between types of childhood maltreatment and alcohol and marijuana use problems and disorders in young adulthood. Data were from 473 young adults who participated in the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Path analysis was conducted to examine pathways between maltreatment type (birth through age 12), internalizing and externalizing problems at three time points during adolescence, and alcohol and marijuana problem use in young adulthood. Findings indicated significant pathways between physical abuse and internalizing problems at 14, which was associated with alcohol-related substance use disorder in adulthood. Externalizing problems and internalizing problems at age 14 mediated the relationship between physical abuse and marijuana-related symptoms in young adulthood. Emotional and sexual abuse were not associated with substance use problems. Implications for practice are discussed.

scholarly journals Sleep duration and problem behaviour in 8-year-old children in the Childhood Obesity Project

2021 ◽  
Author(s):  
Kathrin Guerlich ◽  
Dariusz Gruszfeld ◽  
Justyna Czech-Kowalska ◽  
Natàlia Ferré ◽  
Ricardo Closa-Monasterolo ◽  
...  
Keyword(s):  
Childhood Obesity ◽  
Sleep Duration ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Emotional Health ◽  
Secondary Analysis ◽  
Negative Effects ◽  
Internalizing And Externalizing Problems ◽  
Logistic Regression Models ◽  
Internalizing And Externalizing

AbstractThere is growing evidence that insufficient sleep has negative effects on the mental health of children. The aim of this study is to examine the associations between device-measured sleep duration and internalizing and externalizing problems in 8-year-old children. The study is a secondary analysis of data from the Childhood Obesity Project conducted in five European countries. Nocturnal sleep duration was measured with the SenseWear™ Armband 2. Parents rated their child’s internalizing and externalizing problems on the Child Behaviour Checklist. Behaviour scores were dichotomized at the 90th percentile based on sex- and country-specific z-scores. Logistic regression models were applied to test the associations between sleep duration and behaviour. Data were available for 406 8-year-old children. The average sleep duration was 9.25 h per night (SD: 0.67) with 1464 nights measured in total. The sleep duration recommendation of the American Academy of Sleep Medicine for school-aged children (9–12 h) was met by 66.7% of children. One hour of additional sleep per night significantly reduced the risk of having internalizing problems (adjusted OR = 0.51; 95% CI 0.29–0.91). Children who adhered to the sleep duration recommendation had a lower risk for internalizing problems (adjusted OR = 0.45; 95% CI 0.21–0.99). Sleep duration and externalizing problems showed no significant association. Longer sleep duration was associated with a reduced risk of having internalizing problems but not externalizing problems. Results highlight that it is important to ensure adequate sleep duration throughout primary-school years for the optimal emotional health of children. Trial registration number: NCT00338689. Registered: June 19, 2006.

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