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Variables involved in personal, social and school adjustment in a sample of preschool-aged children from different cultural backgrounds

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Abstract

The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children’s adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children’s attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels.

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Acknowledgments

This research was supported by the Andalusian Regional Government (Junta de Andalucía) through Proyecto de Excelencia no. 07-HUM-02535. We thank the Granada Provincial Delegation of the Department of Education (Andalusian Regional Government) for facilitating access to children and teachers at public preschools, and express our appreciation to all the children, parents and teachers who participated in this research. Our thanks also go to K. Shashok for translating the original manuscript into English.

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Authors and Affiliations

  1. University of Granada, Granada, Spain

    María Dolores Calero, Antonio Fernández-Parra, Sonia López-Rubio, Rosario Carles, Sara Mata, María del Carmen Vives, Elena Navarro & José Márquez

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  1. María Dolores Calero
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  2. Antonio Fernández-Parra
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  3. Sonia López-Rubio
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  4. Rosario Carles
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  5. Sara Mata
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  6. María del Carmen Vives
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  7. Elena Navarro
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  8. José Márquez
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Corresponding author

Correspondence to Elena Navarro.

Additional information

PhD. María Dolores Calero García. University of Granada, Granada, Spain.Current themes of research: Learning potential related to different kind of populations such as children with disabilities, high IQ children or immigrants children.

Most relevant publications in the field of Psychology of Education:

Dolores Calero García, M., Auxiliadora Robles Bello, M., Belén García Martín, M. (2010). Habilidades cognitivas, conducta y potencial de aprendizaje en preescolares con síndrome Down. Electronic Journal of Research in Educational Psychology, 8 (1), 87–110.

Bonete-Román, S., Vives-Montero, M. C., Fernández Parra, A, Calero-García, M. D., García-Martín, M. B. (2010). Potencial de Aprendizaje y Habilidades Sociales en escolares con el trastorno de Asperger. Psicología Conductual, 18 (3) 473–490.

Calero, M. Dolores, García-Martin M. Belen, y Robles, M. A (2010). Learning potential in high IQ children: the contribution of dynamic assessment to the identification of gifted children Learning and Individual Differences, 20, 212–225.

Calero, M.D., Garcia-Martin, M.B., Jimenez, M.B., Kazen, M. y Araque, A. Seft-regulation Advantage of Gifted over Normal-Intelligence Children. (2007) Learning and Individual Differences, 17, 328–343.

Calero, M. D. (2004). La validez de las técnicas de evaluación del potencial de aprendizaje. Psicothema, 2004, 16 (2) 217–221.

Calero, M. D. y García-Martin, B. (2005). Habilidades interpersonales y afrontamiento al fracaso: un método de entrenamiento para niños superdotados. Mente y Conducta en situación educativa, 1 (2) 1–10.

Calero, M. D. y Marquez, J. (1998). Psychometric Properties of a Learning Potential Test for Reading: The Picture Word Game. European J. of Psychological Assessment, 14 (2) 124–133.

PhD. Antonio Fernández-Parra. University of Granada, Granada, Spain.Current themes of research: Psychological intervention with children. Most relevant publications in the field of Psychology of Education:

Parenting practices and behavior problems in preschool immigrants.

Loneliness and social rejection in adolescents with internalizing and externalizing behavior problems.

Language disorders in school children with behavior problems and disruptive behaviors.

Bonete Roman, S., Vives Montero, M. C., Fernandez Parra, Calero García, M. C. & García Martín, M. B. (2010). Potencial de aprendizaje y habilidades sociales en escolares con el trastorno de Asperger. Psicología Conductual: Revista Internacional de Psicología Clínica y de la Salud, 18, 473–490.

López Rubio, S., Mendoza, E. & Fernández Parra, A. (2009). Habilidades lingüísticas y sociales en adolescentes con problemas de conducta. Revista de Logopedia, Foniatría y Audiología, 29, 237–248.

MSc. Sonia López-Rubio. University of Granada, Granada, Spain.

Current themes of research: Parenting practices and behavior problems in preschool inmingrants. Most relevant publications in the field of Psychology of Education:

López-Rubio, S., Fernández-Parra, A., Mendoza, E y Ramos, C. (2010). Lenguaje y conducta:determinantes del fracaso académico y social. Una revisión de la literatura. Revista de Logopedia, Foniatría y Audiología, 30, 144–150.

López-Rubio, S., Mendoza, E. y Fernández-Parra. A. (2009). Habilidades lingüísticas y sociales en adolescentes con problemas de conducta. Revista de Logopedia, Foniatría y Audiología, 29, 237–248.

MSc. Rosario Carles. University of Granada, Granada, Spain.Current themes of research: Learning potential in preschoolers. Most relevant publications in the field of Psychology of Education:

Calero, M. Dolores; Carles, Rosario; Mata, Sara y Navarro, Elena. (2010). Diferencias en habilidades y conducta entre grupos de preescolares de alto y bajo rendimiento escolar. Revista RELIEVE. v. 16, 2.

Mata, S., Carles, R., López-Rubio, S., Calero, D., y Navarro, E., Fernández, A., Vives, C., Márquez, J., (2010) Importancia de las Habilidades Lingüísticas en el Rendimiento de Preescolares Inmigrantes. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

Carles, R., Mata, S., López-Rubio, S., Navarro, E., Calero, D., Fernández, A., Vives, C. y Márquez, J. (2010). *Perfil de Aprendizaje y Potencial de Aprendizaje en Preescolares Inmigrantes y Españoles*. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

López-Rubio, S., Carles, R., Mata, S., Fernández, A., Calero, D., Vives, C., Navarro, E., y Márquez J. (2010). Variables Conductuales y Familiares Asociadas al Rendimiento Académico en Preescolares. Una Perspectiva Intercultural. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

MSc. Sara Mata Sierra. University of Granada, Granada, Spain.Current themes of research: The psychological assessment and treatment of preschoolers.

Most relevant publications in the field of Psychology of Education:

“Potencial de aprendizaje y adaptación al contexto educativo”. (VII Congreso Iberoamericano de Psicología. 20–24 Julio 2010. Oviedo).

“La utilidad de la ACFS en población preescolar inmigrante” (VII Congreso Iberoamericano de Psicología. 20–24 Julio 2010. Oviedo).

“Valoración de un programa de intervención de funciones cognitivas en preescolares” (VII Congreso Iberoamericano de Psicología. 20–24 Julio 2010. Oviedo).

Perfil de Aprendizaje y Potencial de Aprendizaje en Preescolares Inmigrantes y Españoles (Congreso Internacional de Educación Intercultural: Retos Internacionales ante la Interculturalidad.5–7 Noviembre, 2009. Universidad de Almería).

“Diferencias en habilidades y conducta entre grupos de preescolares de alto y bajo rendimiento escolar”. RELIEVE, v. 16 (2). http://www.uv.es/RELIEVE/v16n2/RELIEVEv16n2_5.htm.

“The Usefulness of Cognitive Function Scale (ACFS) in the Identification of School Problems”.

Importancia de las Habilidades Lingüísticas en el Rendimiento de Preescolares Inmigrantes. Retos Internacionales ante la Interculturalidad. Colección: Estudios Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

Perfil de Aprendizaje y Potencial de Aprendizaje en Preescolares Inmigrantes y Españoles. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

Variables Conductuales y familiares Asociadas al Rendimiento Académico en Preescolares. Una Perspectiva Intercultural. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

PhD. M.Carmen Vives Montero. University of Granada, Granada, Spain.Current themes of research: The prevention of children disorders through educational procedures.

Most relevant publications in the field of Psychology of Education:

Bonete, S. Vives, M.C., Fernández Parra, A, Calero, M. D., y García, (2010). Potencial de aprendizaje y Habilidades sociales en escolares con el Trastorno de Asperger. Psicología Conductua, 18, 473–490.

Vives M. C., Valero, L., Ascanio, L. (2011). Generalización en el manejo del dinero mediante un entrenamiento en relaciones de equivalencia. Psicothema, 23, 31–37.

Ferro, R., Vives, M. C. y Ascanio L. (2010). Aplicación de la Terapia de Interacción Padres-hijos en un caso de Trastorno Negativista Desafiante. Revista de Psicopatología y Psicología Clínica, 15, 202–214.

Ferro, R., Vives, M. C. y Ascanio L. (2009) Novedades en el Tratamiento Conductual de niños y adolescentes. Clínica y Salud, 20(2), 119–130.

Calero, M. D., Vives, M. C., García, M. B., Soriano, M., Calero, M. y Berral, E. (2008). Impacto de una campaña escolar de prevención de prevención de riesgos. Revista de Psicología del Trabajo y de las organizaciones, 24, 169–189.

Vives, M. C. (2005). Intervención conductual en un caso con retraso mental. Análisis y Modificación de Conducta, 31, 629–649.

PhD. Elena Navarro González. University of Granada, Granada, Spain. E-mail: enavarro@ugr.esCurrent themes of research: Learning potential and cognitive training programs in preschoolers. Most relevant publications in the field of Psychology of Education:

VII Congreso Iberoamericano de Psicología. 20–24 Julio 2010. Oviedo. Spain:

“Potencial de aprendizaje y adaptación al contexto educativo”.

“La utilidad de la ACFS en población preescolar inmigrante”

“Valoración de un programa de intervención de funciones cognitivas en preescolares”—Calero, M. D., Mata, S., Carles, R., y Navarro. E. (2010). “Diferencias en habilidades y conducta entre grupos de preescolares de alto y bajo rendimiento escolar”. RELIEVE, v. 16 (2). http://www.uv.es/RELIEVE/v16n2/RELIEVEv16n2_5.htm.

Calero, M. D., Fernández-Parra, A., Mata, S., Vives, M. C, López, S, Navarro, E., y Marquez, J. (2010). Importancia de las Habilidades Lingüísticas en el Rendimiento de Preescolares Inmigrantes. Retos Internacionales ante la Interculturalidad. Colección: Estudios Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal:AL-915-2010.

Calero, M. D., Fernández-Parra, A., Mata, S., Vives, M. C, López, S, Navarro, E., y Marquez, J. (2010). Perfil de Aprendizaje y Potencial de Aprendizaje en Preescolares Inmigrantes y Españoles. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

Calero, M.D., Fernández-Parra, A., Mata, S., Vives, MC, López, S, Navarro, E., y Marquez, J. (2010).Variables Conductuales y familiares Asociadas al Rendimiento Académico en Preescolares. Una Perspectiva Intercultural. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

PhD. José Márquez. University of Granada, Granada, Spain.Current themes of research: Learning potential and education.

Most relevant publications in the field of Psychology of Education:

Calero, M. D., Robles, M. A. Márquez, J. and de la Osa, P. (2010).EHPAP: Evaluación de habilidades y Potencial de aprendizaje para preescolares. Madrid: EOS.

Calero, M. D. y Marquez, J. (1998). Psychometric Properties of a Learning Potential Test for Reading: The Picture Word Game. European J. of Psychological Assessment, 14(2) 124–133.

Carles, R., Mata, S., López-Rubio, S., Navarro, E., Calero, D., Fernández, A., Vives, C. y Márquez, J. (2010). *Perfil de Aprendizaje y Potencial de Aprendizaje en Preescolares Inmigrantes y Españoles*. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

López-Rubio, S., Carles, R., Mata, S., Fernández, A., Calero, D., Vives, C., Navarro, E., y Márquez J. (2010) Variables Conductuales y Familiares Asociadas al Rendimiento Académico en Preescolares. Una Perspectiva Intercultural. Retos Internacionales ante la Interculturalidad. Colección: Estudios. Editorial de la Universidad de Almería. ISBN: 978-84-693-0784-7 Depósito Legal: AL-915-2010.

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Calero, M.D., Fernández-Parra, A., López-Rubio, S. et al. Variables involved in personal, social and school adjustment in a sample of preschool-aged children from different cultural backgrounds. Eur J Psychol Educ 28, 133–155 (2013). https://doi.org/10.1007/s10212-012-0107-8

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  • DOI: https://doi.org/10.1007/s10212-012-0107-8

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