Las inteligencias, emociones y cronotipo, ¿explican el desempeño académico en universitarios?

Contenido principal de artículos

Ubaldo Rodríguez http://orcid.org/0000-0001-5907-001X
Fabiola Rodrigues-deFrança Campos https://orcid.org/0000-0002-3850-2984
Adriano Chionbacanga-Nafital
Guillermo Ceballos-ospino https://orcid.org/0000-0002-1568-7058
Carmelina Paba-Barbosa

Palabras clave

Inteligencias; Emoción; Cronotipo; Desempeño académico; Estudiantes.

Resumen

Objetivo: Identificar cómo las inteligencias, emociones y el cronotipo explican el desempeño académico en universitarios. Método: Estudio de tipo cuantitativo, exploratorio, con una muestra de 493 sujetos universitarios (edad M=22.06±4,59); 32%, hombres y 68%, mujeres. Resultados: Se encontró asociación entre el desempeño académico y la edad [X2=7.386(2), p= .02]; el desempeño académico y el afecto positivo [X2=6.623(2), p= .03]; calidad de sueño y síntomas depresivos (R2= .211), síntomas depresivos e ideación suicida (R2= .408); cronotipo y síntomas depresivos e ideación suicida (R2= .113; R2= .106, respectivamente). Mediante regresión multivariada, se identificó que solo el 1,1% de la varianza del desempeño académico es explicada por la edad [F=6.512(1), p= .01]. Discusión y Conclusiones: Se concluyó que las variables emocionales, las inteligencias múltiples, la ideación suicida y el cronotipo no explican el desempeño académico en estudiantes universitarios. Se sugiere que el desempeño académico, en tanto dependiente de factores como inteligencias, emoción y cronotipo, no puede ser explicado convenientemente.

Descargas

La descarga de datos todavía no está disponible.
Abstract 84 | PDF Downloads 53

Citas

Aalsma, M.C., & Brown, J.R. (2008). What is bullying? Journal of Adolescent Health, 2 (43), 101-102. DOI:https://doi.org/10.1016/j.jadohealth.2008.06.001
Akkuzu, N. & Akçay, A. (2014). The design of a learning environment based on the theory of multiple intelligence and the study its effectiveness on the achievements, attitudes and retention of students. Procedia Computer Science, 3 (2011), 1003–1008. http://doi:10.1016/j.procs.2010.12.165
Allison, S., Roeger, L., Graham, M. & Keeves, J. (2001). Gender differences in the relationship between depression and suicidal ideation in young adolescents. Aust N Z J Psychiatry, 35,4, 498-503. DOI:10.1046/j.1440-1614.2001.00927.x
Almeida, L.S., Prieto, M.D., Ferreira, A.I., Bermejo, M.R., Ferrando, M. & Ferrándiz, C. (2010). Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 20 (2010), 225–230. http://doi:10.1016/j.lindif.2009.12.010
Anastasiades, M.H., Kapoor, S., Wootten, J., & Lamis, D.A. (2016). Perceived stress, depressive symptoms, and suicidal ideation in undergraduate women with varying levels of mindfulness. Arch Womens Ment Health, 20(1):129-138. doi:10.1007/s00737-016-0686-5
Andresen, E.M. (1994). Center for Epidemiologic Studies Depression Scale – 10. American Journal of Preventive Medicine, 10, 2, 77-84. https://doi.org/10.1016/S0749-3797(18)30622-6
Arroyave, P. (2012). Factores de vulnerabilidad y riesgo asociados al bullying. Revista CES Psicología, 5 (1), 118-125. Disponible en: http://www.redalyc.org/articulo.oa?id=423539529012
Ávila, D. (2014). Nivel de prevalencia de ideas e intentos suicidas en los estudiantes de sexto semestre de seis preparatorias de Montemorelos (Doctoral dissertation). Recuperado de http://dspace.biblioteca.um.edu.mx/xmlui/bitstream/handle/20.500.11972/434/TESI S%20DE%20SELENE%20%C3%81VILA.pdf?sequence=1&isAllowed=y
Ayoub, A. & Aljughaiman, A. (2016). A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories. Learning and Individual Differences, 51(2016), 11–18. http://dx.doi.org/10.1016/j.lindif.2016.08.018
Barrett, L.F., Wager, T. (2006). The structure of emotion: evidence from the neuroimaging of emotion. Curr. Dir. Psychol. Sci, 15, 79–85. Disponible en: http://journals.sagepub.com/doi/abs/10.1111/j.0963-7214.2006.00411.x
Be?oluk, ?., Önder, I., & Deveci, I. (2011). Morningness-eveningness preferences and academic achievement of university students. Chronobiology International, 28(2), 118–125. https://doi.org/10.3109/07420528.2010.540729
Bota, M., Sporns, O. & Swanson, L.W. (2015). Architecture of the cerebral cortical association connectome underlying cognition. Proc Natl Acad Sci, 112(16), E2093-E2101. http://doi:10.1073/pnas.1504394112
Branton, C. & Karanian, J. (2017). The Neuroscience of Intelligence: Empirical Support for the Theory of Multiple Intelligences?. Trends in Neuroscience and Education. http://dx.doi.org/10.1016/j.tine.2017.02.002
Buysse, D., Reynolds, C., Monk, T., Berman, S. & Kupfer, D. (1989). The Pittsburgh sleep quality index: A new instrument for psychiatric practice and research. Psychiatry Research, 28(2), 193-213. https://doi.org/10.1016/0165-1781(89)90047-4
Carstensen, L., & DeLiema, M. (2018). The positivity effect: a negativity bias in youth fades with age. Current Opinion in Behavioral Sciences, 19, 7–12. http://dx.doi.org/10.1016/j.cobeha.2017.07.009
Ceballos-Ospino, G., Suarez-Colorado, Y., Suescún-Arregocés, J., Gamarra-Vega, L., González, K. & Sotelo-Manjarres, P. (2015). Ideación Suicida, Depresión y Autoestima en adolescentes escolares de Santa Marta. Duazary, 12, 1, 15-22. http://dx.doi.org/10.21676/2389783X.1394
Celik, N., Ceylan, B., Ünsal, A., & Ça?an, Ö. (2018). Depression in health college students: relationship factors and sleep quality. Psychol Health Med, 21, 1-6. doi: 10.1080/13548506.2018.1546881
Cowen, A. & Keltner, D. (2017). Self-report captures 27 distinct categories of emotion bridged by continuous gradients. PNAS, 114 (38), E7900–E7909. http://doi:10.1073/pnas.1702247114
De la Torre, M. (2013). Protocolo para manejo inicial de la ideación suicida Madrid España. Universidad Autónoma de Madrid. Recuperado de https://www.uam.es/centros/psicologia/paginas/cpa/paginas/doc/documentacion/rincon/protocolo_ideacion_suicida.pdf
Desatnik, A., Bel-Bahar, T., Nolte, T., Crowley, M., Fonagy, P. & Fearon. P. (2017). Emotion Regulation in Adolescents: An ERP study. Biological Psychology, S0301-0511(17), 30144-30148. http://dx.doi.org/doi:10.1016/j.biopsycho.2017.08.001
Díaz-Posada, L.E., Varela-Londoño, S.P. & Rodríguez-Burgos, L.P. (2017). Multiple Intelligences and Curriculum Implementation: Progress, Trends and Opportunities. Revista de Psicodidáctica, 2017, 22(1), 69–83 http://DOI:10.1387/RevPsicodidact.15614
Echeverria, M. (2015). Prevención de la depresión en jóvenes: enfoque positivo. Recuperado de: https://academica- e.unavarra.es/bitstream/handle/2454/18553/Maite%20Echeverria%20Aleman.pdf?sequence=1&isAllowed=y
Enright, T., & Refinetti, R. (2017). Chronotype, class times, and academic achievement of university students. Chronobiology International, 34(4), 445–450. https://doi.org/10.1080/07420528.2017.1281287
Escobar-Córdoba, F. & Eslava-Schmalbach, J. (2005). Validación colombiana del índice de calidad de sueño de Pittsburgh. REV NEUROL, 40 (3): 150-155. DOI:https://doi.org/10.33588/rn.4003.2004320
Fajardo, F., Maestre, M., Felipe, E., León, B. & Polo, M. (2017). Análisis del rendimiento académico de los alumnos de educación secundaria obligatoria según las variables familiares. Educación XXI, 20 (1), 209-232. http://DOI:10.5944/educXX1.14475
Farabaugh, A., Bitran, S., Nyer, M., Holt, D.J., Pedrelli, P., Shyu, I., Hollon, S.D., Zisook, S., Baer, L., Busse, W., Petersen, T.J., Pender, M., Tucker, D.D., & Fava, M. (2012). Depression and suicidal ideation in college students. Psychopathology, 45(4), 228-234. doi: 10.1159/000331598.
Ferrari, A. J., Norman, R. E., Freedman, G., Baxter, A. J., Pirkis, J. E., Harris, M. G. & Whiteford, H. A. (2014). The Burden Attributable to Mental and Substance Use Disorders as Risk Factors for Suicide: Findings from the Global Burden of Disease Study 2010. PLoS One, 9, 4, e91936. DOI:10.1371/journal.pone.0091936
Fleming, A.R., Edwin, M., Hayes, J.A., Locke, B.D., & Lockard, A.J. (2018). Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress. Rehabil Psychol, 63(1):55-67. doi:10.1037/rep0000193
Flores, N., Perales, Y. & Gómez, W. (2016). Depresión e ideación suicida en los adolescentes de una Institución Educativa Pública del distrito de Chongos Bajo – Perú 2014. Ágora Rev Cient, 03, 01, 265-274. DOI:10.21679/arc.v3i1.50
Fung H.H. & Carstensen, L.L. (2003). Sending memorable messages to the old: age differences in preferences and memory for advertisements. J Pers Soc Psychol, 85(1), 163-178 http://dx.doi.org/10.1037/0022-3514.85.1.163
Gardner, H. (2006). On failing to grasp the core of MI theory: A response to Visser et al. Intelligence, 34 (2006), 503–505. http://doi:10.1016/j.intell.2006.04.002
Gardner, H. (1985). On discerning new ideas in psychology. New Ideas in Psychology, 3(1), 101-104. https://doi.org/10.1016/0732-118X(85)90057-1
Golombek, D. A., & Rosenstein, R. E. (2010). Physiology of Circadian Entrainment. Physiological Reviews, 90(3), 1063–1102. https://doi.org/10.1152/physrev.00009.2009
Gonzales-Portillo J, Gil-Arévalo J, Hernández- Botero D, & Henao-Sánchez LM. (2015). Evaluación de las expectativas negativas y tipo de riesgo suicida en estudiantes de 9°, 10° y 11° de una institución educativa del departamento del Quindío. Duazary, 13 (1), 7-14. doi:10.21676/2389783X.1582
González, M., Martínez, L. & García & Ferrer, D. (2017). Funcionamiento familiar e intento suicida en escolares. Revista Cubana de Medicina General Integral, 36, 3, 1-17. Recuperado de: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21252017000300002
Hawker, D., & Boulton, M. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41 (4), 441-455. https://doi.org/10.1111/1469-7610.00629
Hernández-Torrano, D., Ferrándiz, C. Ferrando, M., Prieto;l. & Fernández, M. (2014). The theory of multiple intelligences in the identification of high-ability students. Anales de psicología, 30(1), 192-200. http://dx.doi.org/10.6018/analesps.30.1.148271
Herrero, J. & Gracia, E. (2007). Una medida breve de la sintomatología depresiva (CESD 7). Salud Mental, 30, 5,40-46. Disponible en: https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=16229
Hinz, A., Glaesmer, H., Brähler, El., Löffler, M., Engel, C., Enzenbach, C., Hegerl, U. & Sander, C. (2016). Sleep quality in the general population: psychometric properties of the pittsburgh sleep quality index, derived from a german community sample of 9284 people. Sleep Medicine, S1389-9457(16)30004-1. http://dx.doi.org/doi: 10.1016/j.sleep.2016.03.008
Horne J. & Ostberg, O. (1976). A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. International Journal of Chronobiology, 4, 97-100. Disponible en: https://www.researchgate.net/publication/22126774_A_Self_Assessment_Questionnaire_to_Determine_Morningness_Eveningness_in_Human_Circadian_Rhythms
Horzum, M. B., Önder, I., & Be?oluk, ?. (2014). Chronotype and academic achievement among online learning students. Learning and Individual Differences, 30, 106–111. https://doi.org/10.1016/j.lindif.2013.10.017
Hummer, D.L. & Lee, T.M. (2016). Daily timing of the adolescent sleep phase: Insights from a cross-species comparison. Neurosci. Biobehav. Rev. NBR-2527, On line. http://dx.doi.org/10.1016/j.neubiorev.2016.07.023
Ingram, K. Ay, A., Kwon, S., Woods, K., Escobar, S., Gordon, … & Jain, K. (2016). Molecular insights into chronotype and time-of-day effects on decision-making. Scientific Reports, 6 (29392), on line. http://dx.doi.org/10.1038/srep29392
Izard CE (2007) Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspect Psychol Sci, 2(3), 260–280. http://doi:10.1111/j.1745-6916.2007.00044.x
Kernan, W.D. (2019). Health-related impediments to learning among dental and oral surgery students. J Prev Interv Community, 47(1):32-44. doi:10.1080/10852352.2018.1547307
Keyes, C.L., Eisenberg, D., Perry, G.S., Dube, S.R., Kroenke, K, & Dhingra, S.S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. J Am Coll Health, 60(2),126-33. doi:10.1080/07448481.2011.608393.
Kim, Y., & Leventhal, B. (2008). Bullying and suicide. A review. International Journal of Adolescent Medicine and Health, 20 (2), 13-17. https://doi.org/10.1515/IJAMH.2008.20.2.133
Large, M., Galletly, C., Myles, N., Ryan, C. & Myles, H. (2017). Known unknowns and unknown unknowns in suicide risk assessment: evidence from meta-analyses of aleatory and epistemic uncertainty. BJPsych Bulletin, 41, 160-163. http://doi:10.1192/pb.bp.116.054940
LeDoux, J.E. & Brown, R. (2017) A higher-order theory of emotional consciousness. Proc Natl Acad Sci USA, 114, E2016–E2025. Disponible en: http://www.pnas.org/content/114/10/E2016.full.pdf
LeDoux, J.E., Phelps, L., Alberini, C. (2016). What we talk about when we talk about emotions. Cell, 167,1443–1445. http://dx.doi.org/10.1016/j.cell.2016.11.029
Leocadio-Miguel, M., Mazzili, F., Lourenção, L. Peixoto, R., Alam, M. Ventura, M., ... & Pedrazzoli, M. (2017). Latitudinal cline of chronotype. Scientific Reports, 7 (5437), on line. https://doi:10.1038/s41598-017-05797-w
Lucero, C., Buonanotte, C., Perrote, F., Concari, I., Quevedo, P., Passaglia, G. & Mauch, P., (2014). Trastornos del sueño-vigilia en alumnos de 5.° año de Medicina de la Universidad Nacional de Córdoba y su impacto sobre el rendimiento académico. Neurología Argentina, 6(4), 184-192. https://doi.org/10.1016/j.neuarg.2014.05.006
Luna-Solis, I., Robles-Arana, Y. & Agüero-Palacios, Y. (2015). Validación del índice de calidad de sueño de pittsburgh en una muestra peruana. Anales de Salud Mental, 31(2), 23-30. Disponible en: file:///C:/Users/usuario/Downloads/15-59-1-PB.pdf
Machado-Duque, M., Echeverri-Chabur, J. & Machado-Alba, J. (2015). Somnolencia diurna excesiva, mala calidad del sueño y bajo rendimiento académico en estudiantes de Medicina. Revista Colombiana de Psiquiatría, 44(3), 137-142. https://doi.org/10.1016/j.rcp.2015.04.002
Maguirea, R., Egana, A., Hylanda, P. & Maguireb, P. (2016). Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education. Higher Education Research & Development, 8(15), 1-15. http://dx.doi.org/10.1080/07294360.2016.1185396
Markarian, S.A., Warnke, A.S. & Pickett, S.M. (2017). Morningness-eveningness and social anxiety: the indirect effect through punishment sensitivity and experiential avoidance. Sleep, 40(1), A418. https://doi.org/10.1093/sleepj/zsx050.1120
Markov, N.T., Ercsey-Ravasz, M., Van-Essen, D.C., Knoblauch, K., Toroczkai, Z., Kennedy, H. (2013). Cortical high-density counterstream architectures. Science, 342(6158), 1238406. http://doi:10.1126/science.1238406
Meiselman, H. (2017). Emotion measurement: Theoretically pure or practical?. Food Quality and Preference, 62, 374–375. http://dx.doi.org/10.1016/j.foodqual.2017.05.011
Muelas. J., & Sánchez, D. (2013). Variables psicológicas asociadas a la ideación suicida en estudiantes. International journal of psichology ang psichological therapy, 14(2), 278-290. Disponible en: https://www.ijpsy.com/volumen14/num2/388/variables-psicolgicas-asociadas-a-la-ideaci-ES.pdf
Naimaier, A., Chaves, S., Santos, L., Giacomolli, E., Da Silva, I., Ferreira, M. & Menna-Barreto, S. (2011). Validation of the Brazilian Portuguese version of the Pittsburgh Sleep Quality Index. Sleep Medicine 12, 70–75. http://dx.doi:10.1016/j.sleep.2010.04.020
Niño, J., Barragán, M., Ortiz, J., Ochoa, M. & González., H. (2018). Factores asociados con somnolencia diurna excesiva en estudiantes de Medicina de una institución de educación superior de Bucaramanga. Revista Colombiana de Psiquiatría, RCP-260; No. of Pages 10. https://doi.org/10.1016/j.rcp.2017.12.002
Nock, M. K., Green, J. G., Hwang, I., McLaughlin, K. A., Sampson, N. A. & Zaslavsky, A. M. (2013). Prevalence, correlates, and treatment of lifetime suicidal behavior among adolescents: results from the National Comorbidity Survey Replication Adolescent Supplement. JAMA Psychiatry, 70, 300-310. DOI:10.1001/2013.jamapsychiatry.55
Nyer, M., Holt, D.J., Pedrelli, P., Fava, M., Ameral, V., Cassiello, C.F., Nock, M.K., Ross, M., Hutchinson, D., & Farabaugh, A. (2013). Factors that distinguish college students with depressive symptoms with and without suicidal thoughts. Ann Clin Psychiatry,25(1):41-49. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3791316/
Oh, S.W., Harris, J.A., Ng, L., Winslow, B., Cain, N., Mihalas, S., …, Henry, A.M (2014). A mesoscale connectome of the mouse brain. Nature, 508(7495):207-214. http://doi:10.1038/nature13186
Okasha, A., Lotaif, F. & Sadek, A. (1981). Prevalence of suicidal feelings in a sample of non-consulting medical students. Acta Psychiatr Scand, 63, 409-415. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/7315487
Oliveira-Jorge, D., Esgalhado, G. & Pereira, H. (2016). Inteligência espiritual: Validação preliminar da versão portuguesa da Escala de Inteligência Espiritual Integrada (EIEI). Análise Psicológica, 3(XXXIV), 325-337. http://doi:10.14417/ap.982
OMS. (2015). Suicidio. Nota descriptiva Nº 398. Ginebra: OMS.
OMS. (2014). Health for the World’s Adolescents. A Second Chance in the Second Decade. Disponible en http://apps.who.int/adolescent/second-decade depression_wfmh_2012.pdf?ua=1
OMS. (2012). Depression a Global Public Health Concern. Recuperado de http://www.who.int/mental_health/management/depression/who_paper_
Organización Mundial de la Salud. (OMS). (2015). Definición del Trastorno Depresivo. Obtenido de www.who.int/es: http://www.who.int/topics/depression/es/
Ou, Y. & Verhoef, P. (2017). The impact of positive and negative emotions on loyalty intentions and their interactions with customer equity drivers. Journal of Business Research 80(2017), 106–115. http://dx.doi.org/10.1016/j.jbusres.2017.07.011
Palacios, J. & Andrade, P. (2007). Desempeño académico y conductas de riesgo en adolescentes. Revista de Educación y Desarrollo, 7, 5-16. Disponible en: http://www.cucs.udg.mx/revistas/edu_desarrollo/anteriores/7/007_Palacios.pdf
Palacios, D. J., Andrade, P. P. & Betancourt, O. D. (2006). “Intento de suicidio y consumo de alcohol en adolescentes”. En: Sánchez, A. R., Díaz-Loving, R. y Rivera, A. S. (Eds.). La Psicología Social en México (pp. 174- 180), vol. 11, México: AMEPSO
Pardo, G., Sandoval, A. & Umbarila, D. (2004). Adolescencia y depresión. Rev Colomb Psicol, 13, 13-28. https://revistas.unal.edu.co/index.php/psicologia/article/view/1204/1755
Passos, MH., Silva, HÁ., Pitangui, AC., Oliveira, VM., Lima, AS. & Araújo, RC. (2017). Reliability and validity of the Brazilian version of the Pittsburgh Sleep Quality Index in adolescents. J Pediatr (Rio J), 93(2), 200-206. http://dx.doi.org/10.1016/j.jped.2016.06.006
Perera, H. (2015). The Role of Trait Emotional Intelligence in AcademicPerformance: Theoretical Overview and Empirical Update. The Journal of Psychology, 0(0), 1-23. http://dx.doi.org/10.1080/00223980.2015.1079161
Pessoa, L. (2018). Understanding emotion with brain networks. Current Opinion in Behavioral Sciences, 19, 19–25. http://dx.doi.org/10.1016/j.cobeha.2017.09.005
Pessoa, L. (2013). The Cognitive-Emotional Brain: From Interactions to Integration. Cambridge: MIT Press.
Phillips, A., Clerx, W., O`Brien, C., Sano, A., Barger, L., Picard, R., … & Czeisler, C. (2017). Irregular sleep/wake patterns are associated with poorer academic performance and delayed circadian and sleep/wake timing. Scientific Reports, 7(3216), on line. https://doi.org/10.1038/s41598-017-03171-4
Powell, C., Nettelbeck, T. & Burns, N. (2017). The incremental validity of intellectual curiosity and confidence for predicting academic performance in advanced tertiary students. Personality and Individual Differences, 116 (2017), 51–56. http://dx.doi.org/10.1016/j.paid.2017.04.011
Prichard, J., Hartmann, M. (2019). Follow-up to Hartmann & Prichard: Should universities invest in promoting healthy sleep? A question of academic and economic significance. Sleep Health, SLEH-00360; No of Pages 6. https://doi.org/10.1016/j.sleh.2019.01.006
Purnamaningsih, E. (2017). Personality and Emotion Regulation Strategies .Int. J. of Pysch. Res, 10(1), 53-60. http://DOI:10.21500/20112084.2040 Rosales, J. C. (2010). La investigación del proceso suicida. En L. L. Eguiluz, M. H. Córdova y J. C. Rosales, Ante el suicidio. Su comprensión y tratamiento (pp. 81-94). México: Pax México.
Randler, C. & Rahafar, A. (2017) Latitude affects Morningness-Eveningness: evidence for the environment hypothesis based on a systematic review. Scientific Reports, 7 (39976). On line. http://dx.doi.org/10.1038/srep39976
Reichert, C., Maire, M., Gabel, V., Viola, A., Götz, T., Scheffler, K., … & Schmidt, C. (2017). Cognitive brain responses during circadian wake-promotion: evidence for sleep-pressure-dependent hypothalamic activations. Scientific Reports, 7(5620), on line. https://doi.org/10.1038/s41598-017-05695-1
Reyes-Rodríguez ML1, Rivera-Medina CL, Cámara-Fuentes L, Suárez-Torres A, & Bernal G. (2013). Depression symptoms and stressful life events among college students in Puerto Rico. J Affect Disord,145(3), 324-30. doi:10.1016/j.jad.2012.08.010
Rhee, M. K., Lee, H. J., Rex, K. M., & Kripke, D. F. (2012). Evaluation of two circadian rhythm questionnaires for screening for the delayed sleep phase disorder. Psychiatry Investigation, 9(3), 236–244. https://doi.org/10.4306/pi.2012.9.3.236
Rico, D., Alzate, M. & Sabucedo, J. (2017). El papel de la identidad, la eficacia y las emociones positivas en las acciones colectivas de resistencia pacífica en contextos violentos. Revista Latinoamericana de Psicología, 49(1), 28-35. http://dx.doi.org/10.1016/j.rlp.2015.09.013
Roenneberg, T., Allebrandt, K. V., Merrow, M., & Vetter, C. (2012). Social jetlag and obesity. Current Biology, 22(10), 939–943. https://doi.org/10.1016/j.cub.2012.03.038
Rosas, M., Yampufé, M., López, M., Carlos, G. & Sotil, A. (2011). Niveles de depresión en estudiantes de Tecnología Médica. Revista An Fac med, 72, 3, 183-186. Disponible en: http://www.redalyc.org/pdf/379/37922112005.pdf
Seidi, P., Mohammadi, H., Khazaie, H., Abas, N. & Jaff, D. (2019). Psychometric Properties of the Kurdish Version of Pittsburgh Sleep Quality Index. Sleep Medicine, S1389-9457(19)30179-0. https://doi.org/10.1016/j.sleep.2019.04.022
Scott-Parker, B. (2017). Emotions, behaviour, and the adolescent driver: A literature review. Transportation Research Part F, 50(2017), 1–37. http://dx.doi.org/10.1016/j.trf.2017.06.019
Sheldon, S. (2014). The Function, Phylogeny and Ontogeny of Sleep. En Sheldon, S., Ferber, R., Kryger, M. & Gozal, D. Principles and Practice of Pediatric Sleep Medicine. 2da. Ed (p.p. 3-11). London: Elsevier.
Stenbacka, M., Moberg, T., Romelsjö, A. & Jokinen, J. (2012). Mortality and causes of death among violent offenders and victims-a Swedish population based longitudinal study. J. BMC Public Health, 17, 12-38. https://doi.org/10.1186/1471-2458-12-38
Tonetti, L., Natale, V., & Randler, C. (2015). Association between circadian preference and academic achievement: A systematic review and meta-analysis. Chronobiology International, 32(6), 792–801. https://doi.org/10.3109/07420528.2015.1049271
Touitou, Y, Touitou, D. & Reinberg, A. (2017). Disruption of adolescents’ circadian clock: The vicious circle of media use, exposure to light at night, sleep loss and risk behaviors. J Physiol Paris, 2017(May 12), 1-13. http://dx.doi.org/10.1016/j.jphysparis.2017.05.001
Valadez, I., Amezcua, R., González, N., Montes, R., & Vargas, V. (2011). Maltrato entre iguales e intento suicida en sujetos adolescentes escolarizados. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 2 (9), 783-796. Disponible en: http://www.scielo.org.co/pdf/rlcs/v9n2/v9n2a20.pdf
Van Der Vinne, V., Zerbini, G., Siersema, A., Pieper, A., Merrow, M., Hut, R. A., … Kantermann, T. (2015). Timing of examinations affects school performance differently in early and late chronotypes. Journal of Biological Rhythms, 30(1), 53–60. https://doi.org/10.1177/0748730414564786
Ventura-Juncá, R., Carvajal, C., Undurraga, S., Vicuña, P., Egaña, J. & Garib, M.J. (2010). Prevalencia de ideación e intento suicida en adolescentes de la Región Metropolitana de Santiago de Chile. Revista médica de Chile, 138, 309-315. http://dx.doi.org/10.4067/S0034-98872010000300008
Viguer, P., Cantero, M. & Bañuls, R. (2017). Enhancing emotional intelligence at school: Evaluation of the effectiveness of a two-year intervention program in Spanish pre-adolescents. Personality and Individual Differences, 113 (2017), 193–200. http://dx.doi.org/10.1016/j.paid.2017.03.036
Villardon, L. (2009). El pensamiento suicida del adolescente. España. Universidad de Deusto.
Wahlbeck, K. (2015). Public mental health: the time is ripe for translation of evidence into practice. World Psychiatry, 14 (1), 36-42. DOI:10.1002/wps.20178
Wahlstrom, K.L., & Owens, J.A. (2017). School start time effects on adolescent learning and academic performance, emotional health and behaviour. Curr Opin Psychiatry,30(6):485-490. doi: 10.1097/YCO.0000000000000368.
Wehrwein, E. A., & Joyner, M. J. (2013). Regulation of blood pressure by the arterial baroreflex and autonomic nervous system. Handbook of Clinical Neurology (1o ed, Vol. 117). Elsevier B.V. https://doi.org/10.1016/B978-0-444-53491-0.00008-0
Wu, J., Wu, Y.T., Feng, S.X., Meng, H., & Chen, H. (2012). Mediating effects on depression regarding the relationship between negative life events and suicide ideation among college students. Zhonghua Liu Xing Bing Xue Za Zhi, 33, 1111–1114. DOI:10.3760/cma.j.issn.0254-6450.2012.11.002
Zanon, C., Roat, M. Cerentini, J. & Hutz, C. (2013). Desenvolvimento e validação de uma escala de afetos positivos e negativos. Bragança Paulista. 18 (2), 193-202. Disponible en: www.scielo.br
Zhang, J., Liu, Y., & Sun L. (2017). Psychological strain and suicidal ideation: A comparison between Chinese and US college students. Psychiatry Res, 255,256-262. doi:10.1016/j.psychres.2017.05.046.
Zhu, B., Chang, M., Mary, G. & Kapella, C. (2019). Adaptation of the Pittsburgh Sleep Quality Index in Chinese adults with type 2 diabetes. Journal of the Chinese Medical Association, 81(3), 242-247. https://doi.org/10.1016/j.jcma.2017.06.021