Self-efficacy, test anxiety and mathematics performance in Uruguayan adolescents exposed to community violence

ANEP (2014). Uruguay en PISA 2012: primer informe. Montevideo: ANEP.

Antunes, M. J. L., & Ahlin, E. M. (2017). Youth exposure to violence in the community: To-wards a theoretical framework for explaining risk and protective factors. Aggression and Violent Behavior, 34, 166-177. https://doi.org/10.1016/j.avb.2017.01.015

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

Borofsky, L. A., Kellerman, I., Baucom, B., Oliver, P. H., & Margolin, G. (2013). Community violence exposure and adolescents’ school engagement and academic achievement over time. Psychology of Violence, 3(4), 381. https://doi.org/10.1037/a0034121

Busby, D. R., Lambert, S. F., & Ialongo, N. S. (2013). Psychological symptoms linking expo-sure to community violence and academic functioning in African American adoles-cents. Journal of Youth and Adolescence, 42(2), 250-262. https://doi.org/10.1007/s10964-012-9895-z

Bustos, P., Rincón, P., & Aedo, J. (2009). Validación preliminar de la escala infantil de sínto-mas del trastorno de estrés postraumático (Child PTSD Symptom Scale, CPSS) en ni-ños/as y adolescentes víctimas de violencia sexual. Psykhe, 18(2), 113-126. http://dx.doi.org/10.4067/S0718-22282009000200008

Curione, K., Gründler, V., Piriz, L., & Huertas, J.A. (2017). MSLQ-UY, validación con estu-diantes universitarios uruguayos. Revista Evaluar, 17(2), 1-17. https://doi.org/10.35670/1667-4545.v17.n2.18716

Foster, H., & Brooks-Gunn, J. (2009). Toward a stress process model of children’s exposure to physical family and community violence. Clinical Child and Family Psychology Re-view, 12(2), 71-94. https://doi.org/10.1007/s10567-009-0049-0

Fowler, P., Tompsett, C., Braciszewski, J., Jaques-Tiuram A., & Baltes, B. (2009). Community violence: a meta-analysis on the effect of exposure and mental health outcomes of children and adolescents. Development & Psychopathology, 21, 227-259. https://doi.org/10.1017/S0954579409000145

Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, J., ... & McCluskey, G. (2018). The relationships between violence in childhood and educational outcomes: a global sys-tematic review and meta-analysis. Child Abuse & Neglect, 75, 6-28.

Hardaway, C. R., Larkby, C. A., & Cornelius, M. D. (2014). Socioemotional adjustment as a mediator of the association between exposure to community violence and academic performance in low-income adolescents. Psychology of Violence, 4(3), 281-293. https://doi.org/10.1037/a0036375

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002

INJU (2019). Informe IV Encuesta Nacional de Adolescencia y Juventud - 2018. Montevideo: Instituto Nacional de la Juventud.

Navarrete, M. A., & Austin, A. (2020). Capital Murder: 2019 Homicide Rates in Latin Ameri-ca’s Capital Cities. InSight Crime. https://www.insightcrime.org/news/analysis/2019-homicides-latin-america-capital/

Mels, C., & Fernández, L. (2015). Violencia comunitaria en adolescentes desfavorecidos: ex-posición, impacto percibido y consecuencias psicológicas. Revista de Psicología, 24 (1), 1 - 21. https://doi.org/10.5354/0719-0581.2015.36863

Mels, C., Lagoa, L., & Cuevasanta, D. (2022). Exploring exposure to intertwined community violence among Uruguayan adolescents using a mixed-method approach. Journal of community psychology, 50(2), 1155–1172. https://doi.org/10.1002/jcop.22709

Ministerio del Interior (2019). Homicidios 1º de Enero al 31 de Diciembre (2017 – 2018). Ob-servatorio nacional sobre violencia y criminalidad. https://www.minterior.gub.uy/observatorio/index.php/estadisticas

Miyoshi, A. (2012). The stability and causal effects of task‐specific and generalized self‐efficacy in college. Japanese Psychological Research, 54(2), 150-158. https://doi: 10.1111/j.1468-5884.2011.00481.x

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Patton, D. U., Woolley, M. E., & Hong, J. S. (2012). Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school. Children and Youth Services Review, 34(2), 388-395. https://doi.org/10.1016/j.childyouth.2011.11.009

Perkins, S., & Graham-Bermann, S. (2012). Violence exposure and the development of school-related functioning: Mental health, neurocognition, and learning. Aggression and Violent Behavior, 17(1), 89-98. https://doi.org/10.1016/j.avb.2011.10.001

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning compo-nents of classroom academic performance. Journal of educational psychology, 82(1), 33-44. https://doi.org/10.1037/0022-0663.82.1.33

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university stu-dents' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838

Rodríguez Vivas, M.V. (2019). Segregación residencial en Montevideo: su evolución por va-riables estructurales para el período 2006 – 2017. [Serie Documentos de Investigación Estudiantil, 4, Instituto de Economía, Universidad de la República del Uruguay]. http://www.iecon.ccee.edu.uy/download.php?len=es&id=674&nbre=die-04-19.pdf&ti=application/pdf&tc=Publicaciones

Roick, J., & Ringeisen, T. (2017). Self-efficacy, test anxiety, and academic success: A longi-tudinal validation. International Journal of Educational Research, 83, 84-93. https://doi.org/10.1016/j.ijer.2016.12.006

Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95-108. https://doi.org/10.1016/j.edurev.2010.10.003

von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. https://doi.org/10.1016/j.jad.2017.11.048

Sánchez de Ribera, O., Trajtenberg, N., Shenderovich, Y., & Murray, J. (2019). Correlates of youth violence in low- and middle-income countries: a meta-analysis. Aggression and violent behavior, 49, 101306. https://doi.org/10.1016/j.avb.2019.07.001

Shi, D., Maydeu-Olivares, A., & Rosseel, Y. (2020). Assessing fit in ordinal factor analysis models: SRMR vs. RMSEA. Structural Equation Modeling: A Multidisciplinary Jour-nal, 27(1), 1-15. https://doi.org/10.1080/10705511.2019.1611434

Schwartz, D., Kelly, B. M., Mali, L. V., & Duong, M. T. (2016). Exposure to violence in the community predicts friendships with academically disengaged peers during middle adolescence. Journal of Youth and Adolescence, 45(9), 1786-1799. https://doi.org/10.1007/s10964-016-0485-3

Solberg, V. S. H., Carlstrom, A. H., Howard, K. A., & Jones, J. E. (2007). Classifying at‐risk high school youth: The influence of exposure to community violence and protective factors on academic and health outcomes. The Career Development Quarterly, 55(4), 313-327. https://doi.org/10.1002/j.2161-0045.2007.tb00086.x

留言 (0)

沒有登入
gif