Do the intelligences, emotions and chronotype, explain academic performance in university students?

Main Article Content

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

Keywords

Intelligences; Emotion; Chronotype; Academic performance; Students.

Abstract

  Objective: Identify if the intelligences, emotions and chronotype explain the Academic Performance in university students. Method: Quantitative, exploratory study, with a sample of 493 university subjects (age M = 22.06 ± 4.59) 32% men and 68% women. Results: Associations were found between Academic Performance and Age [X2=7.386 (2), p= .02]; Academic Performance and Positive Affection [X2=6.623 (2), p= .03]; Sleep quality and depressive symptoms (R2= .211), depressive symptoms and suicidal ideation (R2 = .408); Chronotype and depressive symptoms and suicidal ideation (R2= .113; R2= .106 respectively). Through a multivariate regression, it was identified that only 1.1% of the Academic Performance variance is explained by Age [F= 6.512(1), p= .01]. Discussion y Conclusion: It is concluded that emotional variables, multiple intelligences, suicidal ideation and chronotype do not explain Academic Performance in university students. It is argued that Academic Performance as dependent on factors such as intelligences, emotion and chronotype cannot be explained properly

Downloads

Download data is not yet available.
Abstract 149 | PDF (Español (España)) Downloads 80

References

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