Protocolo de estudio de las variables académicas, psicológicas y de actividad física que influyen en el rendimiento académico de adolescentes mexicanos y españoles | Protocol for the study of the academic, psychological and physical activity variables that influence the academic performance of Mexican and Spanish adolescents

Referencias bibliográficas

• Adkins, D. L., Boychuk, J., Remple, M. S., & Kleim, J. A. (2006). Motor training induces experience-specific patterns of plasticity across motor cortex and spinal cord. Journal of Applied Physiology, 101(6), 1776-1782. doi:10.1152/japplphysiol.00515.2006
• Asare, M., & Danquah, S. A. (2015). The relationship between physical activity, sedentary behaviour and mental health in Ghanaian adolescents. Child and Adolescent Psychiatry and Mental Health, 9(11), 1–8. doi:10.1186/s13034-015-0043-x
• Atienza, F. L., Moreno, Y., & Balaguer, I. (2000). Análisis de la dimensionalidad de la Escala de Autoestima de Rosenberg en una muestra de adolescentes valencianos. Revista de Psicología, 22, 29-42.
• Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades psicométricas de la Escala de Satisfacción con la Vida en adolescentes. Psicothema, 12(2), 314-319. doi:10.1016/S0191-8869(02)00332-X;
• Baena-Extremera, A., & Granero-Gallegos, A. (2013). Effects of an Adventure Education program in orientation towards learning, satisfaction and self-concept in secondary school. Revista Iberoamericana de Diagnóstico y Evaluacion-e Avaliacao Psicologica, 2(36), 163-182.
• Baena-Extremera, A., Granero-Gallegos, A., Bracho-Amador, C., & Pérez-Quero, F. J. (2012). Versión española del Sport Satisfaction Instrument (SSI) adaptado a la educación física. Revista de Psicodidáctica, 17(2), 377-396. doi: 10.1387/Rev.Psicodidact.4037
• Baños, R., Baena-Extremera, A., & Ortiz-Camacho, M. M. (en prensa). Prediction Model of Academic Performance and Satisfaction With School According to Some Subjects of Compulsory Secondary Education. Psychological Reports, 0033294118805004. doi: 10.1177%2F0033294118805004
• Baños, R. F., Baena-Extremera, A., Ortiz-Camacho, M. M., Zamarripa, J., Beltrán, A., & Juvera-Portilla, J. L. (2019). Influencia de las competencias del profesorado de secundaria en los comportamientos disruptivos en el aula. Espiral. Cuadernos del Profesorado, 12(24), 3-10. doi: 10.25115/ecp.v12i24.21
• Baños, R., Ortiz-Camacho, M. M., Baena-Extremera, A., & Tristán-Rodríguez, J. L. (2017). Satisfaction, motivation and academic performance in students of secondary and high school: background, design, methodology and proposal of analysis for a research paper. Espiral. Cuadernos del profesorado, 10(20), 40–50. doi: 10.25115/ ecp.v10i20.1011
• Brosnahan, J., Steffen, L. M., Lytle, L., Patterson, J., & Boostrom, A. (2004). The relation between physical activity and mental health among Hispanic and non-Hispanic white adolescents. Archives of Pediatrics and Adolescent Medicine, 158, 818–823. doi: 10.1001/archpedi.158.8.818
• Castillo, I., Balaguer, I., & Duda, J. L. (2001). Perspectivas de meta de los adolescentes en el contexto académico. Psicothema, 13(1), 79-86.
• Collins, T. A., Cook, C. R., Dart, E. H., Socie, D. G., Renshaw, T. L., & Long, A. C. (2016). Improving classroom engagement among high school students with disruptive behavior: Evaluation of the class pass intervention. Psychology in the Schools, 53(2), 204-219. doi: 10.1002/pits.21893
• Delfabbro, P., Winefield, H., Winefield, A., Malvaso, C., & Plueckhahn, T. (2017). Factors Associated With Attrition in a 10‐year Longitudinal Study of Young People: Implications for Studies of Employment in School Leavers. Australian Psychologist, 52(1), 41-51. doi: 10.1111/ap.12207
• Diaz, K. M., & Caso, J. (2018). Personal, school and family variables that predict the academic performance in spanish of mexican adolescents. Revista Mexicana de Psicologia, 35(2), 141-157.
• Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71-75. doi: 10.1207/s15327752jpa4901_13
• Duda, J. L. & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299.
• Emerson, E., & Robertson, J. (2010). Obesity in young children with intellectual disabilities or borderline intellectual functioning. International Journal of Pediatric Obesity, 5(4), 320-326.
• Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112. doi: 10.1207/S15326985EP3602_5.
• Evertson, C. M., & C. S. Weinstein. "Handbook of Classroom Management: Research." Practice and Contemporary Issues. Mahwah NJ (2006).
• Feinberg, M. E., Sakuma, K. L., Hostetler, M., & McHale, S. M. (2013). Enhancing sibling relationships to prevent adolescent problem behaviors: Theory, design and feasibility of Siblings Are Special. Evaluation and Program Planning, 36(1), 97-106. doi: 10.1016/j.evalprogplan.2012.08.003
• Goldberg, S., Werbeloff, N., Fruchter, E., Portuguese, S., Davidson, M., & Weiser, M. (2014). IQ and obesity in adolescence: a population‐based, cross‐sectional study. Pediatric Obesity, 9(6), 419-426. doi: 10.1111/j.2047-6310.2013.00203.x
• Gómez-Veiga, I., Vila Chaves, J. O., Duque, G., & García Madruga, J. A. (2018). A New Look to a Classic Issue: Reasoning and Academic Achievement at Secondary School. Frontiers in Psychology, 9, 400-412. doi: 10.3389/fpsyg.2018.00400
• Góngora, V. C., & Calluso, M. M. (2009). Validación de la escala de autoestima de Rosenberg en población general y en población clínica de la Ciudad de Buenos Aires. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 27(1), 179-194.
• González, J., Cayuela, D., & López, C. (2019). Prosociality, physical educaction and emotional intelligence in school. Journal of Sport and Health Research, 11(1), 17-32.
• Granero-Gallegos, A. & Baena-Extremera, A. (2016). Validación española de la versión corta del Physical Education Classroom Instrument para la medición de conductas disruptivas en alumnado de secundaria. Cuadernos de Psicología del Deporte, 16(2), 89-98.
• Herazo-Beltrán, Y., Campo-Ternera, L., García-Puello, F., Méndez, O., Suarez-Villa, M., Vásquez-De la Hoz, F., & Núñez-Bravo, N. (2019). Relationship between Physical Activity and Emotional Intelligence and Bullying Among School Children. Revista de Psicología del Deporte, 28(1) 281-297.
• Hui, E. K. P., & Sun, R. C. F. (2010). Chinese children’s perceived school satisfaction: The role of contextual and intrapersonal factors. Educational Psychology: An International Journal of Experimental Educational Psychology, 30(2), 155-172, doi: 10.1080/01443410903494452
• Informe PISA (2015). Organización para la Cooperación y el Desarrollo Económicos.
• Kulinna P. H., Cothran D., & Regualos R. (2006) Teachers’ reports of student misbehavior in physical education. Research Quarterly for Exercise and Sport, 77, 32-40. doi: 10.1080/02701367.2006.10599329
• Lewis, K. M., Schure, M. B., Bavarian, N., DuBois, D. L., Day, J., Ji, P., ... & Flay, B. R. (2013). Problem behavior and urban, low-income youth: A randomized controlled trial of Positive Action in Chicago. American Journal of Preventive Medicine, 44(6), 622-630. doi: 10.1016/j.amepre.2013.01.030
• Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic Books.
• Muhonen, H., Pakarinen, E., Poikkeus, A. M., Lerkkanen, M. K., & Rasku-Puttonen, H. (2018). Quality of educational dialogue and association with students’ academic performance. Learning and Instruction, 55, 67-79. doi: 10.1016/j.learninstruc.2017.09.007
• Newberry, A.L. & Duncan R.D. (2001). Roles of boredom and lifegoals in juveniledelinquency. Journal of Applied Social Psychology, 31, 527–541. doi: 10.1111/j.1559-1816.2001.tb02054.x
• Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
• OECD. (2016). Education at a Glance 2016: OECD Indicators. Paris: OECD Publishing.
• Parisi, P., Verrotti, A., Paolino, M. C., Miano, S., Urbano, A., Bernabucci, M., & Villa, M. P. (2010). Cognitive profile, parental education and BMI in children: reflections on common neuroendrocrino biological roots. Journal of Pediatric Endocrinology and Metabolism, 23(11), 1133-1141. doi: 10.1515/jpem.2010.178
• Raitakari, O., Porkka, K., Taimela, S., Telama, R., Rasanen, L., & Vikari, J. (1994). Effects of persistent physical activity and inactivity on coronary risk factors in children and young adults. American Journalof Epidemiology, 140, 195-205. doi: 10.1093/oxfordjournals.aje.a117239
• Ramos, A. M., Lopez-Fernandez, V., & Llamas-Salguero, F. (2017). A relationship among creativity, immediate-and-logic memory and academic achievement in secondary school. Academia y virtualidad, 10(1), 123-130. doi: 10.18359/ravi.2674
• Raven, J. (2000). The Ravens Progressive Matrices: Change and stability over culture and time. Cognitive Psychology, 41, 1-48. doi: 10.1006/cogp.1999.0735
• Raven, J.C. (1938). Ravens standard progressive matrices. London: HK Lewis.
• Raven, J.C., Styles, I., & Raven, M. (1998). Ravens progressive matrices: SPM plus test booklet. San Antonio, TX: Harcourt Assessment.
• Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press. doi: 10.2307/2575639
• Ruiz-Juan, F., Baena-Extremera, A., & Baños, R. (2017). Nivel de actividad deportiva en el tiempo libre desde las etapas de cambio y motivación en estudiantes de Costa Rica, México y España. Cuadernos de Psicología del Deporte, 17(2), 53-64.
• Salguero, J. M., Fernández-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010). Measuring perceived emotional intelligence in the adolescent population: Psychometric properties of the Trait Meta-Mood Scale. Social Behavior and Personality: an international journal, 38(9), 1197-1209. doi: 10.2224/sbp.2010.38.9.1197
• Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125-151). Washington: American Psychological Association. doi: 10.1037/10182-006
• Scharenberg, K. (2016). The interplay of social and ethnic classroom composition, tracking, and gender on students’ school satisfaction. Journal of Cognitive Education and Psychology, 15(2), 320-346. doi: 10.1891/1945-8959.15.2.320
• Takakura, M., Wake, N., & Kobayashi, M. (2010). The contextual effect of school satisfaction on health-risk behaviors in Japanese high school students. Journal of School Health, 80(11), 544-551. doi: 10.1111/j.1746-1561.2010.00540.x
• Telama, R., Yang X., Viikari J., Vãlimãki I., Wanne, O., & RaitakariO. (2005). Physical Activity from Childhood to Adulthood. A 21-YearTracking Study. American Journal of Preventive Medicine, 28, 267-273. doi: 10.1016/j.amepre.2004.12.003
• Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2011). Exploring the association between teachers' perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173-189. doi: 10.1080/01443410903494460
• Umstattd, M., Bridges, C., Schmid, T., Hecht, A., & Pollack, K. (2019). Systematic review of how Play Streets impact opportunities for active play, physical activity, neighbour hoods, and communities. BMC Public Health, 19(1), 335-352. doi: 10.1186/s12889-019-6609-4
• Usán, P., & Salavera, C. (2019). El rendimiento escolar, la inteligencia emocional y el engagement académico en una muestra de escolares. Electronic Journal of Research in Education Psychology, 17(47), 5-26. doi: 10.25115/ejrep.v17i47.1879
• Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952-969. doi: 10.1037/a0025125
• Wassenaar, T., Wheatley, C., Beale, N., Salvan, P., Meaney, A., Possee, J., ... & Johansen-Berg, H. (2019). Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): study protocol for a cluster-randomised trial. Trials, 20, 189-203. doi: 10.31219/osf.io/t32zc
• Wegner, L., & Flisher, A. J. (2009). Leisure boredom and adolescent risk behaviour: A systematic literatura review. Journal of Child and Adolescent Mental Health, 21(1), 1-28. doi: 10.2989/JCAMH.2009.21.1.4.806
• Yang, H., & Yoh, T. (2005). The relationship between free-time boredom and aggressivebehavioraltendenciesamongcollegestudentswithdisabilities. American Journal of Recreation Therapy, 4, 11-16.
• Yu, Z. B., Han, S. P., Cao, X. G., & Guo, X. R. (2010). Intelligence in relation to obesity: a systematic review and meta‐analysis. Obesity Reviews, 11(9), 656-670. doi: 10.1111/j.1467-789X.2009.00656.x