<?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>0121-5469</journal-id>
<journal-title><![CDATA[Revista Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. psicol.]]></abbrev-journal-title>
<issn>0121-5469</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-54692017000100149</article-id>
<article-id pub-id-type="doi">10.15446/rcp.v26n1.56221</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo Explicativo del Desempeño Académico desde la Autoeficacia y los Problemas de Conducta]]></article-title>
<article-title xml:lang="en"><![CDATA[Explanatory Model of Academic Performance from Self-Efficacy and Behavior Problems]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelo Explicativo do Desempenho Acadêmico a partir da Autoeficácia e dos Problemas de Comportamento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CASTELLANOS-PÁEZ]]></surname>
<given-names><![CDATA[VIRGELINA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LATORRE-VELÁSQUEZ]]></surname>
<given-names><![CDATA[DIANA CAROLINA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MATEUS-GÓMEZ]]></surname>
<given-names><![CDATA[SANDRA MILENA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NAVARRO-ROLDÁN]]></surname>
<given-names><![CDATA[CLAUDIA PATRICIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>149</fpage>
<lpage>161</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-54692017000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-54692017000100149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-54692017000100149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se analizó un modelo explicativo del desempeño académico para conocer si los problemas de atención median la relación entre la autoeficacia académica y el desempeño académico y, si la ansiedad y la depresión moderan dicha relación. Participaron 326 estudiantes (11-18 años), quienes diligenciaron el Youth Self-Report (Achenback &amp; Rescorla, 2001) y la escala de autoeficacia de Aguilar, Valencia y Martínez (2001). El desempeño académico se obtuvo del promedio de calificaciones de dos bimestres académicos en lenguaje, ciencias y matemáticas. El análisis de regresión mostró que los problemas de atención median la relación entre la autoeficacia, y logró explicar el 40% de la varianza. La variable ansiedad-depresión moderó esta misma relación evidenciando que a mayores niveles de ansiedad y de depresión menor autoeficacia y menor desempeño académico. En suma, la relación entre la autoeficia académica y el desempeño académico fue afectada por los problemas de conducta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We analyzed a model about academic performance to know if attention problems, mediate the relationship between academic self-efficacy and academic performance specifically; and, if anxiety and depression moderate this relationship. In this study participated 326 students (11 - 18 ages); they filled the self-report behavioral out Youth Self-Report (Achenback &amp; Rescorla, 2001) and the self-efficacy scale of Aguilar, Valencia y Martinez (2001). Academic performance was obtained from Grade Point Average (gpa) of two academic month periods in the language, science and mathematic areas. The multiple lineal regression model found that relation between self-efficacy and academic performance was mediated by attention problems. The model explained the 40% of the academic performance variance. The anxiety and depression moderated the relationship between variables, as a result, students with higher levels of anxiety and depression have lower self-efficacy and lower academic performance. In short, the academic self-efficacy and academic performance relationship affected by behavioral problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Analisou-se um modelo explicativo do desempenho acadêmico para conhecer se os problemas de atenção mediam a relação entre a autoeficácia acadêmica e o desempenho acadêmico, e se a ansiedade e a depressão moderam essa relação. Participaram 326 estudantes (11-18 anos), os quais preencheram o Youth Self- Report (Achenback &amp; Rescorla, 2001) e a escala de autoeficácia de Aguilar, Valencia e Martínez (2001). O desempenho acadêmico se obteve da média de qualificações de dois bimestres acadêmicos em linguagem, ciências e matemática. A análise de regressão mostrou que os problemas de atenção mediam a relação entre a autoeficácia e explicam 40% da variação. A variável ansiedade-depressão moderou essa mesma relação e evidenciou que, quanto maiores os níveis de ansiedade e de depressão, menor autoeficácia acadêmica e menor desempenho acadêmico. Em resumo, a ansiedade entre a autoeficácia acadêmica e o desempenho acadêmico foi afetada pelos problemas de comportamento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[atención]]></kwd>
<kwd lng="es"><![CDATA[ansiedad-depresión.]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[attention problems]]></kwd>
<kwd lng="en"><![CDATA[anxiety-depression]]></kwd>
<kwd lng="pt"><![CDATA[ansiedade]]></kwd>
<kwd lng="pt"><![CDATA[atenção]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[depressão]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Achenbach]]></surname>
<given-names><![CDATA[T. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rescorla]]></surname>
<given-names><![CDATA[L. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Manual for the ASEBA School-Age Forms &amp; Profiles]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Burlington ]]></publisher-loc>
<publisher-name><![CDATA[University of Vermont, Research Center for Children, Youth & Families]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Un modelo de las interrelaciones entre disposiciones motivacionales generales y específicas]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aguilar]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Valencia]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Latina de Pensamiento y Lenguaje]]></source>
<year>2001</year>
<volume>10</volume>
<page-range>119-27</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[Y. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanabria]]></surname>
<given-names><![CDATA[L. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cárdenas]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Estandarización de un modelo de motivación intrínseca con estudiantes de la Universidad Pedagógica y Tecnológica de Colombia]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Tunja ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Regulation of cognitive processes through perceived self-efficacy]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Developmental psychology]]></source>
<year>1989</year>
<volume>25</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>729-35</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy: The exercise of control]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[N. H. Freeman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Guía para la construcción de escalas de autoeficacia]]></source>
<year>2001</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Multifaceted impact of self&#8208;efficacy beliefs on academic functioning]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Barbaranelli]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Caprara]]></surname>
<given-names><![CDATA[G. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Pastorelli]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Child development]]></source>
<year>1996</year>
<volume>67</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1206-22</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Self-Efficacy Pathways to Childhood Depression]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pastorelli]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Barbaranelli]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Caprara]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Personality and social Psychology]]></source>
<year>1999</year>
<volume>76</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>258-69</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baron]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kenny]]></surname>
<given-names><![CDATA[D. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Personality and Social Psychology]]></source>
<year>1986</year>
<volume>51</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1173-82</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Relationships between problem behaviors and academic achievement in adolescents: The unique role of attention problems]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barriga]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Doran]]></surname>
<given-names><![CDATA[J. Newell]]></given-names>
</name>
<name>
<surname><![CDATA[S.]]></surname>
<given-names><![CDATA[Morrison]]></given-names>
</name>
<name>
<surname><![CDATA[E. Barbetti]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Dean]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Emotional and Behavioral Disorders]]></source>
<year>2002</year>
<volume>10</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>233-40</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Percepción de rendimiento académico y síntomas depresivos en estudiantes de media vocacional de Bucaramanga, Colombia]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campo-Arias]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[S. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Z. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[D. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Dallos]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz-Martínez]]></surname>
<given-names><![CDATA[L. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Archivos de Pediatría del Uruguay]]></source>
<year>2005</year>
<volume>76</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>21-6</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Evaluación de la autoeficacia en niños y adolescentes]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrasco]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Del Barrio]]></surname>
<given-names><![CDATA[M. V]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicothema]]></source>
<year>2002</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>323-32</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Relación entre la autoeficacia y el rendimiento escolar y los hábitos de estudio en alumnos de secundaria]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cartagena]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación]]></source>
<year>2008</year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>59-99</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Variables que inciden en el rendimiento académico de adolescentes mexicanos]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Caso-Niebla]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández-Guzmán]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Latinoamericana de Psicología]]></source>
<year>2007</year>
<volume>39</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>487-501</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[La atención]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Ediciones Pirámide]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Academic self-efficacy and first year college student performance and adjustment]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chemers]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hu]]></surname>
<given-names><![CDATA[L. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[B. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2001</year>
<volume>93</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-64</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Autoeficacia, ansiedad y rendimiento académico en adolescentes]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Espinosa]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Esguerra]]></surname>
<given-names><![CDATA[G. Haikal]]></given-names>
</name>
<name>
<surname><![CDATA[A. Polanía]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Diversitas: Perspectivas en Psicología]]></source>
<year>2005</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>183-94</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Autoeficacia académica y ansiedad ante los exámenes en estudiantes de psicología de una universidad privada]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dominguez]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Villegas]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Cabezas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Aravena]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[De la Cruz]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Psicología Universidad Católólica San Pablo-Arequipa]]></source>
<year>2013</year>
<volume>3</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>13-23</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El rendimiento académico: concepto, investigación y desarrollo]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Edel]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[reice - Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación]]></source>
<year>2003</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Atención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Castillo]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Electronic Journal of Research in Educational Psychology]]></source>
<year>2009</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>49-76</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Autoeficacia en escolares adolescentes: su relación con la depresión, el rendimiento académico y las relaciones familiares]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galicia-Moyeda]]></surname>
<given-names><![CDATA[I. X.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Velasco]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Robles-Ojeda]]></surname>
<given-names><![CDATA[F. J]]></given-names>
</name>
</person-group>
<source><![CDATA[Anales de Psicología]]></source>
<year>2013</year>
<volume>29</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>491-500</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garbanzo]]></surname>
<given-names><![CDATA[M. G]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Educación]]></source>
<year>2007</year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>43-63</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Externalizing behavior problems and academic under achievement in childhood and adolescence: Causal relationships and underlying mechanisms]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hinshaw]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychological Bulletin]]></source>
<year>1992</year>
<volume>111</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>127</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Early identification of learning problems: A meta-analysis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Horn]]></surname>
<given-names><![CDATA[W. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Packard]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1985</year>
<volume>77</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>597-607</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Competencia social: intervención preventiva en la escuela]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Infancia y Sociedad]]></source>
<year>2000</year>
<volume>24</volume>
<page-range>21-48</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Rendimiento académico asociado a la autoeficacia de estudiantes de 4to. y 5to. año de secundaria de un colegio nacional de Lima]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kohler]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Cultura]]></source>
<year>2009</year>
<volume>23</volume>
<page-range>101-19</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lazarus]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Folkman]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrés y procesos cognitivos]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Martínez Roca]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Atención plena y rendimiento académico en estudiantes de enseñanza secundaria]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[León]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<source><![CDATA[European Journal of Education and Psychology]]></source>
<year>2009</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>17-26</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Identifying the Necessary and Sufficient Number of Risk Factors for Predicting Academic Failure]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lucio]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hunt]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Bornovalova]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Developmental Psychology]]></source>
<year>2012</year>
<volume>48</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>422-8</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Children&#8217;s social behaviors as predictors of academic achievement: A longitudinal analysis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malecki]]></surname>
<given-names><![CDATA[C. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Elliott]]></surname>
<given-names><![CDATA[S. N]]></given-names>
</name>
</person-group>
<source><![CDATA[School Psychology Quarterly]]></source>
<year>2002</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-23</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Adolescent mental health, behavior problems, and academic achievement]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[McLeod]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Uemura]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Rohrman]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Health and Social Behavior]]></source>
<year>2012</year>
<volume>53</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>482-97</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Conductas externalizantes, rendimiento académico y atención Selectiva en niños con y sin hiperactividad]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Martinez]]></surname>
<given-names><![CDATA[N. C]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychologia: Avances de la Disciplina]]></source>
<year>2009</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>39-53</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Multon]]></surname>
<given-names><![CDATA[K. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[S. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Lent]]></surname>
<given-names><![CDATA[R. W]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of en Counseling Psychology]]></source>
<year>1991</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>30-8</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pajares]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-beliefs and school success: Self-efficacy, self-concept, and school achievement]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Riding]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Rayner]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-perception]]></source>
<year>2001</year>
<page-range>239-66</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Ablex Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Psychological correlates of university students&#8217; academic performance: A systematic review and meta-analysis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richardson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Abraham]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Bond]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychological Bulletin]]></source>
<year>2012</year>
<volume>138</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>353-87</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[El proceso de enseñanza/aprendizaje en la situación educativa]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Ariel Planeta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Do psychosocial and study skill factors predict college outcomes? A meta-analysis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robbins]]></surname>
<given-names><![CDATA[S. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Lauver]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Le]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Langley]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Carlstrom]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychological bulletin]]></source>
<year>2004</year>
<volume>130</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>261-88</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Self-efficacy and achievement behaviors]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational Psychology Review]]></source>
<year>1989</year>
<volume>1</volume>
<page-range>173-208</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serra]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Autoeficacia, depresión y el rendimiento académico en estudiantes universitarios]]></source>
<year>2010</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Complutense de Madrid]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tabassam]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Grainger]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning Disability Quarterly]]></source>
<year>2002</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>141-51</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The influence of parenting styles, achievement motivation, and self-efficacy on academic performance in college students]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Chandler]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Heffer]]></surname>
<given-names><![CDATA[R. W]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of College Student Development]]></source>
<year>2009</year>
<volume>50</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>337-46</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Longitudinal associations between depressive problems, academic performance and social functioning in adolescent boys and girls]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verboom]]></surname>
<given-names><![CDATA[C. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Sijtsema]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Verhulst]]></surname>
<given-names><![CDATA[F. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Penninx]]></surname>
<given-names><![CDATA[B. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Ormel]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Developmental Psychology]]></source>
<year>2014</year>
<volume>50</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>247-57</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Inattentive behavior in childhood: Epidemiology and implications for development]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Warner-Rogers]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Sandberg]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Learning Disabilities]]></source>
<year>2000</year>
<volume>33</volume>
<page-range>520-36</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Evaluacio&#769;n psicome&#769;trica de la lista de comportamiento de Achenbach y Edelbrock en pre-escolares de 4.0-5.5 an&#771;os de nivel socioecono&#769;mico bajo]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zambrano]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Cuadernos Hispanoamericanos de Psicologi&#769;a]]></source>
<year>2013</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>5-24</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Cleary]]></surname>
<given-names><![CDATA[T. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adolescents&#8217; Development of Personal Agency. The Role of Self-Efficacy Beliefs and Self-Regulatory Skill]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Pajares]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Urdan]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy Beliefs of Adolescents]]></source>
<year>2006</year>
<page-range>45-69</page-range><publisher-name><![CDATA[United State of America: Copyright]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
