<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-0534</journal-id>
<journal-title><![CDATA[Revista Latinoamericana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[rev.latinoam.psicol.]]></abbrev-journal-title>
<issn>0120-0534</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-05342019000100038</article-id>
<article-id pub-id-type="doi">10.14349/rlp.2019.v51.n1.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Eficacia académica percibida, crianza, uso de internet y comportamiento en la adolescencia]]></article-title>
<article-title xml:lang="en"><![CDATA[Achievement perceived, parenting, internet use and adolescent behavior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tur-Porcar]]></surname>
<given-names><![CDATA[Ana M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Doménech]]></surname>
<given-names><![CDATA[Anna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valencia Departamento de Psicología Básica ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>51</volume>
<numero>1</numero>
<fpage>38</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-05342019000100038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-05342019000100038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-05342019000100038&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso intensivo de internet puede contribuir a desarrollar disfunciones psicosociales graves en la adolescencia. El objetivo de esta investigación es analizar las relaciones de la percepción de eficacia académica con el uso de internet para ocio, los estilos de crianza y los problemas exteriorizados e interiorizados en la adolescencia (agresividad proactiva, reactiva, física y verbal, afiliación a pares rebeldes e inestabilidad emocional). Han participado 762 adolescentes de 12 a 17 años (M = 13.69; DT = 1.40; varones 52.8%). Utilizan internet en tiempo de ocio entre cero y 98 horas semanales, de ahí que la población se haya distribuido en cuartiles. Las variables se han obtenido a través de pruebas estandarizadas. Los análisis estadísticos se basan en metodología descriptiva y predictiva. Los resultados han permitido obtener tres conclusiones. Primera, el número de horas de internet para fines recreativos se relaciona con una peor eficacia académica percibida. Segunda, los adolescentes que usan Internet intensamente perciben más permisividad de los padres y menos apoyo y comunicación por parte de los padres. Estos adolescentes presentan más riesgo de conectarse con pares rebeldes y tienen índices más altos de inestabilidad emocional y agresividad (reactiva, proactiva, física y verbal). Tercera, la paternidad más punitiva, la agresividad y la afiliación a pares rebeldes aumentan el uso intensivo de Internet. Esta investigación corrobora la necesidad de una formación adecuada, dirigida a fomentar el apoyo y la comunicación paterno-filial para educar el uso racional y responsable de internet de ambos, padres y adolescentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The intensive use of the Internet can contribute to the development of serious psychosocial dysfunctions in adolescents. The purpose of this research is to analyze the relationships between achievement perceived with the leisure use of the internet, parenting, and externalized and internalized problems during adolescence (aggressiveness reactive, proactive, physical and verbal, affiliation with deviant peers and emotional instability). The sample is made of 762 adolescents from 12 to 17 years old (M = 13.69, SD = 1.40), with 52.8% of males and 47.2% of females. The use of internet in leisure time is between 0-98 hours per week. Hence the population has been distributed in quartiles. The variables have been obtained through standardized tests. Statistical analyzes are descriptive and predictive methodology. The analyses carried out have allowed us to obtain three conclusions. First, the number of hours of internet for recreational purposes is related to worse achievement perceived of the adolescent. Second, it has been found that adolescents who use Internet intensively greater perceived permissiveness of the parents and a lower support and communication with them. These adolescents present an increased risk of joining deviant peers and have higher rates of emotional instability and aggressiveness (reactive, proactive, and physical and verbal). Third, more punitive parenting, aggressiveness and affiliation with deviant peers boost the intensive use of the internet. This empirical research corroborates the need for adequate training aimed at fostering parental-child support and communication to educate the rational and responsible use of the Internet by both parents and adolescents.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Uso de internet]]></kwd>
<kwd lng="es"><![CDATA[ocio]]></kwd>
<kwd lng="es"><![CDATA[eficacia académica percibida]]></kwd>
<kwd lng="es"><![CDATA[estilos de crianza]]></kwd>
<kwd lng="es"><![CDATA[agresividad]]></kwd>
<kwd lng="es"><![CDATA[inestabilidad emocional]]></kwd>
<kwd lng="es"><![CDATA[afiliación a pares rebeldes]]></kwd>
<kwd lng="en"><![CDATA[Use of internet]]></kwd>
<kwd lng="en"><![CDATA[leisure]]></kwd>
<kwd lng="en"><![CDATA[parenting styles]]></kwd>
<kwd lng="en"><![CDATA[achievement]]></kwd>
<kwd lng="en"><![CDATA[aggressiveness]]></kwd>
<kwd lng="en"><![CDATA[emotional instability]]></kwd>
<kwd lng="en"><![CDATA[deviant peers]]></kwd>
</kwd-group>
</article-meta>
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