Temperamento y competencia social en niños y niñas preescolares de San Juan de Lurigancho: un estudio preliminar
Palabras clave:
temperamento, competencia social, ansiedad, agresividad, preescolares
Resumen
El presente estudio tuvo como objetivo conocer la relación entre temperamento, competencia social y problemas de conducta en niños y niñas preescolares. Para ello, se contó con una muestra de 66 participantes: 40 niños y 26 niñas, entre 2 y 6 años de edad (M = 3.92, DE = 1.01) y sus madres. Para medir temperamento se utilizó el Cuestionario sobre Conducta Infantil, versión corta (CBQ; Putnam & Rothbart, 2006), el cual brinda información sobre las dimensiones de extraversión, afecto negativo y control intencional o esforzado. Además, se usó el Inventario de Evaluación de Competencia Social y Comportamiento (SCBE-30, LaFreniere & Dumas, 1996) para medir competencia social, problemas de ansiedad y de agresividad del niño o la niña. En primer lugar, los niños obtuvieron puntaciones menores en afecto negativo y control intencional que las niñas. El análisis principal del estudio identificó una asociación negativa y significativa entre extraversión y ansiedad. Además, las tres dimensiones del temperamento se asociaron con los problemas de conducta agresiva: extraversión y afecto negativo de manera positiva y control intencional de forma negativa. Finalmente, el control intencional, que fue el único predictor, correlacionó positiva y moderadamente con competencia social. Los resultados obtenidos son consistentes con lo reportado por las evidencias teóricas y empíricas contemporáneas sobre el tema; sin embargo, es necesario llevar a cabo futuros estudios con muestras de mayor tamaño para ampliar la información sobre características de temperamento y competencia social en preescolares.
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Bigras, M., & Dessen, M. A. (2002). Social competence and behavior evaluation in Brazilian preschoolers. Early Education & Development, 13(2), 139-152. doi: 10.1207/s15566935eed1302_2
Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602-654.
Buss, A., & Plomin, R. (1984). Temperament: Early developing personality traits. Nueva Jersey, Estados Unidos: Erlbaum.
Carrasco Ortiz, M. A., & Del Barrio Gándara, V. (2006). Study on the relations between temperament, aggression, and anger in children. Aggressive Behavior, 32(3), 207-215.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317-333.
Eggum, N. D., Eisenberg, N., Reiser, M., Spinrad, T. L., Valiente, C., Sallquist, J., ... Liew, J. (2012). Relations over time among children's shyness, emotionality, and internalizing problems. Social Development, 21(1), 109-129. doi: 10.1111/j.1467-9507.2011.00618.x
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Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annual Review of Clinical Psychology, 6(1), 495-525.
Fanti, K. A., & Kimonis, E. (2017). Heterogeneity in externalizing problems at age 3: Association with age 15 biological and environmental outcomes. Developmental Psychology, 13. doi: 10.1037/dev0000317
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Garaigordobil, M., & Maganto, C. (2013). Problemas emocionales y de conducta en la infancia. Un instrumento de identificación y prevención temprana. Padres y Maestros, 351, 34-39.
Goldsmith, H. H. (1996). Studying temperament via construction of the Toddler Behavior Assessment Questionnaire. Child Development, 67, 218-235.
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LaFreniere, P. J., & Dumas, J. E. (1996). Social Competence and Behavior Evaluation in children ages 3 to 6 years: The short form (SBCE.30). Psychological Assessment, 8(4), 369-377.
LaFreniere, P. J., Masataka, N., Butovskaya, M., Chen, Q., Dessen, M. A., Atwanger, K., Schreiner, S., Montirosso, R., & Frigerio, A. (2002). Cross-cultural analysis of Social Competence and Behavior Problems in Preschoolers. Early Education & Development, 13(2), 201-219.
Marshall, P. J., Fox, N. A., & Henderson, H. A. (2000). Temperament as an organizer of development. Infancy, 1(2), 239-244.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... Caspi, A. (2011). A gradient of childhood selfcontrol predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693-2698. doi: 10.1073/pnas.1010076108
Odgers, C. L., Moffitt, T. E., Broadbent, J. M., Dickson, N., Hancox, R. J., Harrington, H.,... Caspi, A. (2008). Female and male antisocial trajectories: From childhood origins to adult outcomes. Development and Psychopathology, 20, 673-716. doi: 10.1017/S0954579408000333
Olino, T. M., Durbin, C. E., Klein, D. N., Hayden, E. P., & Dyson, M. W. (2013). Gender differences in young children’s temperament traits: Comparisons across observational and parent-report methods. Journal of Personality, 81(2), 119-129. doi: 10.1111/jopy.12000
Olson, S. L., Lopez-Duran, N., Lunkenheimer, E. S., Chang, H., & Sameroff, A. J. (2011). Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting. Development and Psychopathology, 23, 253-266. doi: 10.1017/S095457941000 0775
Olson, S. L., Sameroff, A. J., Kerr, D. C., Lopez, N. L., & Wellman, H. M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Developmental Psychopathology, 17(1), 25-45. doi: 10.1017/S0954579405050029
Pérez-Edgar, K., & Guyer, a. E. (2014). Behavioral inhibition: Temperament o prodrome? Current Behavioral Neuroscience Reports, 1(3), 182-190. doi: 10.1007/s40473-014-0019-9
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. Washington DC, Estados Unidos: American Psychological Assocation.
Putnam, S. P. (2012). Positive emocionality. En R. L. Shiner & M. Zentner (Eds.), Handbook of temperament (pp.105-123). Nueva York, Estados Unidos: The Guilford Press.
Putnam, S. P., Ellis, L. K., & Rothbart, M. K. (2001). The structure of temperament from infancy through adolescence. En A. Eliasz & A. Angleitner (Eds.), Advances in research on temperament (pp. 165-182). Lengerich, Alemania: Pabst Science.
Putnam, S. P., Gartstein, M. A., & Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire. Infant Behavior & Development, 29, 386-401.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87(1), 103-113.
Putnam, S. P., Rothbart, M. K., & Gartstein, M. A. (2008). Homotypic and heterotypic continuity of fine-grained temperament during infancy, toddlerhood, and early childhood. Infant and Child Development, 17(4), 387-405.
Raya, A. F., Pino, M. J., & Herruzo, J. (2009). La agresividad en la infancia: El estilo de crianza parental como factor relacionado. European Journal of Education and Psychology, 2(3), 211-222.
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 1394-1408.
Rothbart, M. K., & Bates, J. E. (2006). Temperament. En W. Damon & R. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology. Social, emotional, and personality development (6th ed., Vol 3, pp. 99-166). Nueva York, Estados Unidos: Wiley.
Rothbart, M. K., & Derryberry, D. (1981). Development of individual differences in temperament. En M. E. Lamb & A. L. Brown (Eds.), Advances in developmental psychology (pp. 37-86). Nueva Jersey, Estados Unidos: Erlbaum.
Rothbart, M. K., Ellis, L. K., Rueda, M. R., & Posner, M. I. (2003). Developing mechanisms of temperamental effortful control. Journal of Personality, 71(6), 1113-1144. doi: 10.1111/1467-6494.7106009
Rothbart, M. K., & Putnam, S. P. (2002). Temperament and socialization. En L. Pulkkinen & A. Caspi (Eds.), Paths to successful development: Personality in the life course (pp. 19-45). Cambridge, Reino Unido: Cambridge University Press.
Saudino, K J., & Micalizzi, L. (2015). Emerging trends in behavioral genetic studies of child temperament. Child Development Perspectives, 9(3), 144-148. doi: 10.1111/cdep.12123
Schermerhorn, A. C., Bates, J. E., Goodnight, J. A., Lansford, J. E., Dodge, J. A., & Pettit, G. S. (2013). Temperament moderates associations between exposure to stress and children's externalizing problems. Child Development, 84(5), 1579-1593. doi: 10.1111/cdev.12076
Shiner, R. L., & De Young, C. G. (2013). The structure of temperament and personality traits: A developmental perspective. En P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology: Self and others (Vol. 2, pp. 113-141). Nueva York, Estados Unidos: Oxford University Press. doi: 10.1093/oxfordhb/9780199958474.013.0006
Snyder, J., Stoolmiller, M., Wilson, M., & Yamamoto, M. (2003). Child anger regulation, parental responses to children’s anger displays, and early child antisocial behavior. Social Development, 12, 335-360. doi:10.1111/1467-9507.00237
Spinrad, T. L., Stifter, C. A., Donelan-McCall, N., & Turner, L. (2004). Mothers’ regulation strategies in response to toddlers’ affect: Links to later emotion self-regulation. Social Development, 13, 40-55.
Thomas, A., & Chess, S. (1977). Temperament and development. Nueva York, Estados Unidos: Brunner/Mazel.
Thompson, R. A. (1990). Emotion and self-regulation. En R. A. Thompson (Ed.), Nebraska symposium on motivation. Socioemotional development (V. 36, pp. 367-467). Lincoln, Estados Unidos: University of Nebraska Press.
Thompson, R. A. (2006). The development of the person: Social understanding, relationships, conscience, self. En W. Damon & R. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 24-98). Nueva York, Estados Unidos: Wiley.
Thompson, R. A., Winer, A. C., & Goodvin, R. (2011). The individual child: Temperament, emotion, self and personality. En M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advance textbook (pp. 427-468). Nueva York, Estados Unidos: Psychology Press.
Wachs, T. D. (2006). Contributions of temperament to buffering and sensitization processes in children's development. Annals of the New York Academy of Sciences, 1094, 28-39.
Willoughby, M. T., Gottfredson, N. C., Stifter, C. A., & The Family Life Project Investigators (2017). Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade. Development and Psychopathology, 29(1), 107-120. doi:10.1017/S0954579415001236
Zentner, M., & Bates, J. E. (2008). Child temperament: An integrative review of concepts, research programs, and measures. European Journal of Developmental Science, 2(1/2), 7-37.
Alarcón, D., & Bárrig, P. S. (2015). Conductas internalizantes y externalizantes en adolescentes. Liberabit, 21(2), 253-259.
Berdan, L. E., Keane, S. P., & Calkins, S. D. (2008). Temperament and externalizing behavior: Social preference and perceived acceptance as protective factors. Developmental Psychology, 44(4), 957-968. doi: 10.1037/0012-1649.44.4.957
Bigras, M., & Dessen, M. A. (2002). Social competence and behavior evaluation in Brazilian preschoolers. Early Education & Development, 13(2), 139-152. doi: 10.1207/s15566935eed1302_2
Bridgett, D. J., Burt, N. M., Edwards, E. S., & Deater-Deckard, K. (2015). Intergenerational transmission of self-regulation: A multidisciplinary review and integrative conceptual framework. Psychological Bulletin, 141(3), 602-654.
Buss, A., & Plomin, R. (1984). Temperament: Early developing personality traits. Nueva Jersey, Estados Unidos: Erlbaum.
Carrasco Ortiz, M. A., & Del Barrio Gándara, V. (2006). Study on the relations between temperament, aggression, and anger in children. Aggressive Behavior, 32(3), 207-215.
Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317-333.
Eggum, N. D., Eisenberg, N., Reiser, M., Spinrad, T. L., Valiente, C., Sallquist, J., ... Liew, J. (2012). Relations over time among children's shyness, emotionality, and internalizing problems. Social Development, 21(1), 109-129. doi: 10.1111/j.1467-9507.2011.00618.x
Eisenberg, N. (Abril, 2012). Temperamental effortful-control (self-regulation). Encyclopedia on Early Childhood Development. Recuperado de http://www.child-encyclopedia.com
Eisenberg, N., Cumberland, A., Spinrad, T. R., Fabes, R. A., Shepard, S. A., Reiser, M. ... Guthrie, I. K. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112-1134.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annual Review of Clinical Psychology, 6(1), 495-525.
Fanti, K. A., & Kimonis, E. (2017). Heterogeneity in externalizing problems at age 3: Association with age 15 biological and environmental outcomes. Developmental Psychology, 13. doi: 10.1037/dev0000317
Fondo de las Naciones Unidas para la Infancia (2012). Desarrollo emocional. Clave para la primera infancia. Argentina: UNICEF.
Garaigordobil, M., & Maganto, C. (2013). Problemas emocionales y de conducta en la infancia. Un instrumento de identificación y prevención temprana. Padres y Maestros, 351, 34-39.
Goldsmith, H. H. (1996). Studying temperament via construction of the Toddler Behavior Assessment Questionnaire. Child Development, 67, 218-235.
Holmboe, K. (2016). Surgency. En V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences (pp. 1-6). Estados Unidos: Springer. doi: 10.1007/978-3-319-28099-8_2123-1
Hong, Y. R., & Park, J. S. (2012). Impact of attachment, temperament and parenting on human development. Korean Journal of Pediatrics, 55(12), 449-454. doi: 10.3345/kjp.2012.55.12.449
Kagan, J. (1984). The nature of the child. Nueva York, Estados Unidos: Basic Books.
Kagan, J. (2008). Temperament and the reactions to unfamiliarity. En M. Gauvain, & M. Cole (Eds.), Readings on the development of children (5th ed., pp. 63-67). Nueva York, Estados Unidos: Worth Publishers.
Kagan, J., & Fox, (2006). Biology, culture, and temperamental biases. En W. Damon & R. Lerner (Series Eds.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology. Social, emotional, and personality development (6ta ed., Vol 3, pp. 167-225). Nueva York, Estados Unidos: Wiley.
Kotler, J. C., & McMahon, R. J. (2002). Differentiating anxious, aggressive, and socially competent preschool children: Validation of the Social Competence and Behavior Evaluation-30 (parent version). Behaviour Research and Therapy, 40, 947-959.
LaFreniere, P. J., & Dumas, J. E. (1996). Social Competence and Behavior Evaluation in children ages 3 to 6 years: The short form (SBCE.30). Psychological Assessment, 8(4), 369-377.
LaFreniere, P. J., Masataka, N., Butovskaya, M., Chen, Q., Dessen, M. A., Atwanger, K., Schreiner, S., Montirosso, R., & Frigerio, A. (2002). Cross-cultural analysis of Social Competence and Behavior Problems in Preschoolers. Early Education & Development, 13(2), 201-219.
Marshall, P. J., Fox, N. A., & Henderson, H. A. (2000). Temperament as an organizer of development. Infancy, 1(2), 239-244.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... Caspi, A. (2011). A gradient of childhood selfcontrol predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108, 2693-2698. doi: 10.1073/pnas.1010076108
Odgers, C. L., Moffitt, T. E., Broadbent, J. M., Dickson, N., Hancox, R. J., Harrington, H.,... Caspi, A. (2008). Female and male antisocial trajectories: From childhood origins to adult outcomes. Development and Psychopathology, 20, 673-716. doi: 10.1017/S0954579408000333
Olino, T. M., Durbin, C. E., Klein, D. N., Hayden, E. P., & Dyson, M. W. (2013). Gender differences in young children’s temperament traits: Comparisons across observational and parent-report methods. Journal of Personality, 81(2), 119-129. doi: 10.1111/jopy.12000
Olson, S. L., Lopez-Duran, N., Lunkenheimer, E. S., Chang, H., & Sameroff, A. J. (2011). Individual differences in the development of early peer aggression: Integrating contributions of self-regulation, theory of mind, and parenting. Development and Psychopathology, 23, 253-266. doi: 10.1017/S095457941000 0775
Olson, S. L., Sameroff, A. J., Kerr, D. C., Lopez, N. L., & Wellman, H. M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Developmental Psychopathology, 17(1), 25-45. doi: 10.1017/S0954579405050029
Pérez-Edgar, K., & Guyer, a. E. (2014). Behavioral inhibition: Temperament o prodrome? Current Behavioral Neuroscience Reports, 1(3), 182-190. doi: 10.1007/s40473-014-0019-9
Posner, M. I., & Rothbart, M. K. (2007). Educating the human brain. Washington DC, Estados Unidos: American Psychological Assocation.
Putnam, S. P. (2012). Positive emocionality. En R. L. Shiner & M. Zentner (Eds.), Handbook of temperament (pp.105-123). Nueva York, Estados Unidos: The Guilford Press.
Putnam, S. P., Ellis, L. K., & Rothbart, M. K. (2001). The structure of temperament from infancy through adolescence. En A. Eliasz & A. Angleitner (Eds.), Advances in research on temperament (pp. 165-182). Lengerich, Alemania: Pabst Science.
Putnam, S. P., Gartstein, M. A., & Rothbart, M. K. (2006). Measurement of fine-grained aspects of toddler temperament: The early childhood behavior questionnaire. Infant Behavior & Development, 29, 386-401.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87(1), 103-113.
Putnam, S. P., Rothbart, M. K., & Gartstein, M. A. (2008). Homotypic and heterotypic continuity of fine-grained temperament during infancy, toddlerhood, and early childhood. Infant and Child Development, 17(4), 387-405.
Raya, A. F., Pino, M. J., & Herruzo, J. (2009). La agresividad en la infancia: El estilo de crianza parental como factor relacionado. European Journal of Education and Psychology, 2(3), 211-222.
Rothbart, M. K., Ahadi, S. A., Hershey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72(5), 1394-1408.
Rothbart, M. K., & Bates, J. E. (2006). Temperament. En W. Damon & R. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology. Social, emotional, and personality development (6th ed., Vol 3, pp. 99-166). Nueva York, Estados Unidos: Wiley.
Rothbart, M. K., & Derryberry, D. (1981). Development of individual differences in temperament. En M. E. Lamb & A. L. Brown (Eds.), Advances in developmental psychology (pp. 37-86). Nueva Jersey, Estados Unidos: Erlbaum.
Rothbart, M. K., Ellis, L. K., Rueda, M. R., & Posner, M. I. (2003). Developing mechanisms of temperamental effortful control. Journal of Personality, 71(6), 1113-1144. doi: 10.1111/1467-6494.7106009
Rothbart, M. K., & Putnam, S. P. (2002). Temperament and socialization. En L. Pulkkinen & A. Caspi (Eds.), Paths to successful development: Personality in the life course (pp. 19-45). Cambridge, Reino Unido: Cambridge University Press.
Saudino, K J., & Micalizzi, L. (2015). Emerging trends in behavioral genetic studies of child temperament. Child Development Perspectives, 9(3), 144-148. doi: 10.1111/cdep.12123
Schermerhorn, A. C., Bates, J. E., Goodnight, J. A., Lansford, J. E., Dodge, J. A., & Pettit, G. S. (2013). Temperament moderates associations between exposure to stress and children's externalizing problems. Child Development, 84(5), 1579-1593. doi: 10.1111/cdev.12076
Shiner, R. L., & De Young, C. G. (2013). The structure of temperament and personality traits: A developmental perspective. En P. D. Zelazo (Ed.), The Oxford handbook of developmental psychology: Self and others (Vol. 2, pp. 113-141). Nueva York, Estados Unidos: Oxford University Press. doi: 10.1093/oxfordhb/9780199958474.013.0006
Snyder, J., Stoolmiller, M., Wilson, M., & Yamamoto, M. (2003). Child anger regulation, parental responses to children’s anger displays, and early child antisocial behavior. Social Development, 12, 335-360. doi:10.1111/1467-9507.00237
Spinrad, T. L., Stifter, C. A., Donelan-McCall, N., & Turner, L. (2004). Mothers’ regulation strategies in response to toddlers’ affect: Links to later emotion self-regulation. Social Development, 13, 40-55.
Thomas, A., & Chess, S. (1977). Temperament and development. Nueva York, Estados Unidos: Brunner/Mazel.
Thompson, R. A. (1990). Emotion and self-regulation. En R. A. Thompson (Ed.), Nebraska symposium on motivation. Socioemotional development (V. 36, pp. 367-467). Lincoln, Estados Unidos: University of Nebraska Press.
Thompson, R. A. (2006). The development of the person: Social understanding, relationships, conscience, self. En W. Damon & R. Lerner (Series Eds.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 24-98). Nueva York, Estados Unidos: Wiley.
Thompson, R. A., Winer, A. C., & Goodvin, R. (2011). The individual child: Temperament, emotion, self and personality. En M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advance textbook (pp. 427-468). Nueva York, Estados Unidos: Psychology Press.
Wachs, T. D. (2006). Contributions of temperament to buffering and sensitization processes in children's development. Annals of the New York Academy of Sciences, 1094, 28-39.
Willoughby, M. T., Gottfredson, N. C., Stifter, C. A., & The Family Life Project Investigators (2017). Observed temperament from ages 6 to 36 months predicts parent- and teacher-reported attention-deficit/hyperactivity disorder symptoms in first grade. Development and Psychopathology, 29(1), 107-120. doi:10.1017/S0954579415001236
Zentner, M., & Bates, J. E. (2008). Child temperament: An integrative review of concepts, research programs, and measures. European Journal of Developmental Science, 2(1/2), 7-37.
Publicado
2017-06-13
Cómo citar
Bárrig Jó, P., & Alarcón Parco, D. (2017, junio 13). Temperamento y competencia social en niños y niñas preescolares de San Juan de Lurigancho: un estudio preliminar. LIBERABIT. Revista Peruana De Psicología, 23(1), 75 - 88. Recuperado a partir de https://ojs3.revistaliberabit.com/index.php/Liberabit/article/view/14
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