<?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>2215-3535</journal-id>
<journal-title><![CDATA[Actualidades en Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Psi]]></abbrev-journal-title>
<issn>2215-3535</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigaciones Psicológicas, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-35352020000200071</article-id>
<article-id pub-id-type="doi">10.15517/ap.v34i129.37013</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ajuste personal y conductas disruptivas en alumnado de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Personal adjustment and disruptive behaviors in primary school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Vicente]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valiente-Barroso]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Internacional Isabel I Facultad de Humanidades y Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Hermandad de Donantes de Sangre ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Clínico y de Investigación Interdisciplinar en Neurociencias Departamento de Neurociencia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>129</numero>
<fpage>71</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-35352020000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-35352020000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-35352020000200071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Objetivo. Estudiar las relaciones entre variables de ajuste personal y las conductas disruptivas en un grupo de 136 alumnos y alumnas de primaria de entre 9 y 12 años. Método. Estudio de campo observacional, de metodología no experimental y transversal. Se utilizaron varios cuestionarios para medir la autoestima, la personalidad, el estrés y las competencias emocionales de los y las estudiantes, así como un cuestionario ad hoc elaborado para el registro de las conductas disruptivas. Resultados. Los resultados indican relaciones significativas positivas entre conductas disruptivas y estrés escolar, así como negativas con autoestima, estabilidad, competencia y comprensión emocional. Las diferencias son significativas según el género, manifestándose las conductas inadecuadas en menor medida en el caso de las niñas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. Objective. This study analyses the relationships between personal adjustment and disruptive behaviors in a group of 136 primary school students between the ages of 9 and 12. Method. This field observation study used a non-experimental, cross-sectional methodology. Several questionnaires were used to measure students&#8217; self-esteem, personality, stress, and emotional competencies. Moreover, an ad hoc questionnaire was created to record disruptive behaviors. Results. The results indicate significant positive relationships between disruptive behaviors and school stress, as well as negative ones with self-esteem, stability, competence, and emotional understanding. The differences are significant according to gender, with inappropriate behaviors manifesting to a lesser extent in the case of girls.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conductas disruptivas]]></kwd>
<kwd lng="es"><![CDATA[estrés percibido]]></kwd>
<kwd lng="es"><![CDATA[autoestima]]></kwd>
<kwd lng="es"><![CDATA[competencia emocional]]></kwd>
<kwd lng="es"><![CDATA[personalidad]]></kwd>
<kwd lng="en"><![CDATA[Disruptive behaviors]]></kwd>
<kwd lng="en"><![CDATA[Perceived stress]]></kwd>
<kwd lng="en"><![CDATA[Self-esteem]]></kwd>
<kwd lng="en"><![CDATA[Emotional Competency]]></kwd>
<kwd lng="en"><![CDATA[Personality]]></kwd>
</kwd-group>
</article-meta>
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</back>
</article>
