Con el fin de promover el desarrollo integral y estimular el bienestar en la infancia, diversos académicos y organismos especializados recomiendan la implementación de políticas de evaluación e intervención en el desarrollo temprano y en particular durante la transición inicial-primaria. Siguiendo esta línea, Uruguay implementa de forma ininterrumpida desde 2018 la evaluación censal del desarrollo en la educación preescolar pública con el Inventario de Desarrollo Infantil (INDI). El INDI es un sistema de evaluación diseñado para medir la disposición para la escolarización. Fue creado por un equipo de la Universidad de la República (Uruguay) en alianza con autoridades de la Administración Nacional de Educación Pública. Es en este contexto de oportunidad que se crea un programa de intervención en parentalidad vía mensajería digital beneficiándose de la información de...

Con el fin de promover el desarrollo integral y estimular el bienestar en la infancia, diversos académicos y organismos especializados recomiendan la implementación de políticas de evaluación e intervención en el desarrollo temprano y en particular durante la transición inicial-primaria. Siguiendo esta línea, Uruguay implementa de forma ininterrumpida desde 2018 la evaluación censal del desarrollo en la educación preescolar pública con el Inventario de Desarrollo Infantil (INDI). El INDI es un sistema de evaluación diseñado para medir la disposición para la escolarización. Fue creado por un equipo de la Universidad de la República (Uruguay) en alianza con autoridades de la Administración Nacional de Educación Pública. Es en este contexto de oportunidad que se crea un programa de intervención en parentalidad vía mensajería digital beneficiándose de la información de...

Maladaptive perfectionism is the tendency to self-impose unrealistic goals and stringent performance standards, to worry excessively about making mistakes, and to engage in auto-critical self-evaluation. This attribute could negatively impact the psychological well-being of children. The objective of this work was to describe maladaptive perfectionism manifestations in children, and to assess its differences according to sex, school grade, kind of educational institution (public or private), and region of origin. An empiric, descriptive and cross-sectional investigation was made. Participants were 1067 children between 9 and 12 years old, students of public and private schools from two Argentinian provinces (Misiones and Entre Ríos). Results verified the presence of maladaptive perfectionism during early childhood. The most salient manifestation of perfectionism was self-oriented, espec...

Maladaptive perfectionism is the tendency to self-impose unrealistic goals and stringent performance standards, to worry excessively about making mistakes, and to engage in auto-critical self-evaluation. This attribute could negatively impact the psychological well-being of children. The objective of this work was to describe maladaptive perfectionism manifestations in children, and to assess its differences according to sex, school grade, kind of educational institution (public or private), and region of origin. An empiric, descriptive and cross-sectional investigation was made. Participants were 1067 children between 9 and 12 years old, students of public and private schools from two Argentinian provinces (Misiones and Entre Ríos). Results verified the presence of maladaptive perfectionism during early childhood. The most salient manifestation of perfectionism was self-oriented, espec...

The aim of the present study was to examine the relationship between students’ cognitive and self-regulatory strategies, academic engagement, and academic achievement in higher education, analyzing the mediating role of reading comprehension. Different tasks to assess the constructs were administered to 209 students (Mage = 21.71; SD = 4.36). The students' GPA was used as a measure of academic achievement. Significant associations were found between cognitive and self-regulation strategies, academic engagement, reading comprehension, and students' GPA. In addition, a positive association was found between cognitive and self-regulation strategies and academic engagement. Finally, the structural equation model showed that cognitive and self-regulation strategies and academic engagement have direct effects on students' GPA. Additionally, an indirect effect of cognitive and self-regulation...