Daily stressors in school-age children: A multilevel approach
Impacto
Scholar |
Otros documentos de la autoría: Escobar, Milagros; Alarcón, Rafael; Blanca, María J.; Fernández Baena, F. Javier; Rosel, Jesús F.; Trianes, María Victoria
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONEste recurso está restringido
http://dx.doi.org/10.1037/spq0000020 |
Metadatos
Título
Daily stressors in school-age children: A multilevel approachAutoría
Fecha de publicación
2013-09Editor
American Psychological AssociationCita bibliográfica
ESCOBAR, Milagros, et al. Daily stressors in school-age children: A multilevel approach. School psychology quarterly, 2013, 28.3: 227.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://psycnet.apa.org/journals/spq/28/3/227/Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
This study uses hierarchical or multilevel modeling to identify variables that contribute to daily stressors in a population of schoolchildren. Four hierarchical levels with several predictive variables were considered: ... [+]
This study uses hierarchical or multilevel modeling to identify variables that contribute to daily stressors in a population of schoolchildren. Four hierarchical levels with several predictive variables were considered: student (age, sex, social adaptation of the student, number of life events and chronic stressors experienced, and educational level of the father and mother), class (number of students per class), school (type of school), and province (number of inhabitants per province). Participants were 6,078 students from primary years 3–6 in the region of Andalusia (Spain). After conducting a multilevel regression analysis, the final fitted model was a random intercept and random slope model (at the school level) for the variable age, with the fixed factors being the variables social adaptation, life events and chronic stressors, and the educational level of the father and mother. This model yielded a specific profile of daily stressors in childhood: children with the highest levels of daily stressors are younger, present aggressive or inhibited behavior, have experienced more life events and chronic stressors, and have parents who did not complete their primary education. The results provide relevant information for the design of psychoeducational interventions in relation to children’s daily stressors. [-]
Publicado en
School Psychology Quarterly, Vol 28(3), Sep 2013Derechos de acceso
(c) 2013 APA, all rights reserved
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/restrictedAccess
Aparece en las colecciones
- PSI_Articles [595]