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3. Completar la base de datos con los siguientes datos de cada artículo:

Cita DOI Título Autores Año Abstract Si/No Razones

Escriba la Número de Título del Lista de Autores Año Copiar y pegar el abstract Decida De al menos una
cita del identificaci artículo de sí o no razón por sí o no de
artículo con ón public si se acuerdo a sus
norma APA ación incluye criterios de
en la inclusión
revisión
sistemát
ica
Pan, BC; 10.2147/ The Effect of Pan, 2022 Purpose: Teaching is a No Ya que habla del
Wu, HY PRBM.S Trait BaochenG., tough and stressful bienestar de
and 381976 Mindfulness Wu Hongyu., profession. Teachers' profesoras, no
Zhang, on Zhang, pressure and job burnout de preescolares.
Subjective Xianhua have become a common
XH
Well-Being and serious problem,
2022 |
of which makes teachers'
PSYCHOL
Kindergarten subjective well-being feel
OGY
Teachers: a serious impact. The
RESEARC
The kindergarten environment
H AND
Sequential is challenging and unique.
BEHAVIO
Mediating The educational objects
R
Roles of faced by kindergarten
MANAGE
Emotional teachers are usually
MENT. 15
Intelligence immature, which brings
, pp.2815-
and Work- challenges to the teaching
2830.
Family of kindergarten teachers.
Balance At the same time, in
China, kindergarten
teachers also need to
undertake daily
administrative
management and other
tasks. Therefore, focusing
on the subjective well-
being of kindergarten
teachers in developing
countries during the stage
of the COVID-19
pandemic has important
implications for
promoting teacher well-
being globally.Patients
and Methods: The study
included 321 kindergarten
teachers from 13
kindergartens in Jinan,
Shandong Province,
China. A cross-sectional
study design was used
with a cluster random
sampling technique. For
the present study, Five-
Factor Mindfulness
Questionnaire, Emotional
Intelligence Scale, Work-
Family Balance Scale and
Subjective Well-being
Scale were
utilized.Results: Findings
of the study show that
trait mindfulness can
directly predict subjective
well-being. Emotional
intelligence played a
mediating role in the
relationship between trait
mindfulness and
subjective well-being.
Work-family balance
played a mediating role
between trait mindfulness
and subjective well-being.
Emotional intelligence
and work-family balance
play a sequential
mediating effect between
trait mindfulness and
subjective well-
being.Conclusion: This
study explores the
influence mechanism of
trait mindfulness on
kindergarten teachers'
subjective well-being
from the perspective of
metacognition. An
important conclusion of
this study is that
emotional intelligence and
work-family balance play
 a sequential mediating
effect between trait
mindfulness and
subjective well-being. We
believe the findings of
this study have important
implications for enriching
existing theory and
educational practice. This
finding has important
implications for
improving the subjective
well-being of
kindergarten teachers in
developing countries,
especially in the context
of the current severe
impact of the COVID-19
pandemic on education
systems.
Watts, R 10.1007/ Perspectives Rachel 2022 The negative impacts of Sí Ya que
and s10643- of Parents Watts., COVID 19 on children's demuestra el
Pattnaik, J 022- and Teachers Jyotsna holistic development have impacto a nivel
Oct 2022 01405-3 on the Pattnaik been reported by socioemocional
(Early Impact of the researchers around the que ha tenido la
Access) | COVID-19 world. This qualitative pandemia en
EARLY Pandemic on study explored teachers' preescolares.
CHILDHO Children's and parents' perspectives
OD Socio- on the impact of
EDUCATI Emotional physical/social distancing
ON Well-Being and school closure
JOURNAL policies on children's
. socioemotional
development. The study
was conducted in fall
2020. The sample
included four U.S.
Preschools teachers (for
4-year-olds), four
international preschool
teachers (for 4, 5-year-
olds), three U.S.
Kindergarten teaches (for
5-year-olds), and 4 U.S.
parents of 4 and 5-year-
olds. Interviews were
conducted over Zoom.
Participants shared that
the social deprivation
experienced by children
such as lack of
 friendships, absence of
peer learning and peer
communication, loss of
play time, and lack of
socialization impacted
their children's
socialization skills, higher
order thinking
development, mental
health, and activity levels.
Participants also shared
that their children
exhibited externalizing
behaviors such as acting
out, throwing tantrums,
seeking negative
attention, aggressiveness,
lying, and showing
disrespect. Participants
reported children's life
skills acquisition issues
such as their over reliance
on parents and difficulty
in performing routine
tasks. Participating
teachers who taught 5-
years-olds reported lower
levels of fine motor skills
among their students. The
findings of the study
suggest that although
children have experienced
severe academic learning
loss during the pandemic,
the post-pandemic ECE
curriculum must keep a
strong socio-emotional
and practical life skills
focus which contributes to
children's overall well-
being. Future studies may
adopt a mixed method
design in multi-country
contexts to evaluate the
impact of interventions
implemented by early
childhood programs on
children's socioemotional
health.
Dalhof, 10.3389/ Dalhof, SARS-CoV- 2023 BackgroundSARS-CoV-2 No Ya que habla
M., Rost, fped.202 Manuela., 2 pandemic pandemic have posed
K., 3.115628 Rost, as a catalyst? great challenges for all de madres que
Ziegenhain 2 Katharina., Development families and children. sufrieron
, U., Ziegenhain, of emotional Health risks and fears maltrato
Fegert, J. Ute., Fegert, problems of associated with SARS- infantil, lo que
M., & Joerg., preschool CoV-2 negatively affect
no tiene que
Köhler‐ Koehler- children of the parental mental health
Dauner, F. Dauner, mothers with and perceived stress,
ver con nuestro
(2023). Franziska. childhood which in turn influence estudio.
SARS- maltreatment parental coping and
CoV-2 experiences thereby impairs the
pandemic in the course mental health and well-
as a of the being of their children.
catalyst? pandemic-a Additional risk factors
Developm longitudinal within the parents, such as
ent of analysis maternal childhood
emotional maltreatment (CM)
problems experiences, may increase
of the risk of children to
preschool develop emotional
children of problems during the
mothers pandemic.ObjectiveThe
with purpose of this
childhood longitudinal study is to
maltreatme determine whether
nt preschool children of
experience mothers with CM are at
s in the higher risk of developing
course of emotional problems
the during the pandemic than
pandemic– preschool children of
a mothers without
longitudina CM.Method74 mothers
l analysis. from a birth cohort
Frontiers examining pathways to
in resilience or vulnerability
Pediatrics, in the transgenerational
11. transmission of CM,
https://doi. provided information on
org/10.338 emotional problems of
9/fped.202 their children (aged 3-7
3.1156282 years) at two
measurement time points
(t1: May 2020, t2: March
2021) as part of an online
"SARS-CoV-2 pandemic"
survey. In addition,
parents were asked for a
retrospective assessment
of their children's
emotional problems
before the pandemic at
time t1. Children's
emotional problems were
assessed using the
"emotional problems"
scale of the German
version of the Strengths
and Difficulties
Questionnaire (SDQ) and
linked to previously
collected data on mothers'
childhood maltreatment
experiences, which were
collected using the
German short version of
the Trauma in Childhood
Questionnaire
(CTQ).ResultsOur
analyses showed that
children's emotional
problems increased
significantly over the
SARS-CoV-2 pandemic
[F(1.86, 116.88) = 3.72, p
= 0.030 eta(2) = 0.06] and
were rated significantly
higher in the group of
children of mothers with
CM, than in the group of
mothers without CM [F(1,
63) = 126.06, p < 0.001
eta(2 )= 0.67].
Furthermore children's
emotional problems of
mothers with CM
increased significantly
more and reached a
clinically significant value
during the pandemic than
for children of mothers
without CM [F(1.86,
116.88) = 8.89, p < 0.001,
eta(2 )=
0.12].ConclusionsChildre
n of mothers with CM
appear to be at increased
risk of developing
emotional problems
during the pandemic. CM
therefore needs to be
considered as an
additional risk factor in
 the impact of the
pandemic on children.
Umek, https:// Marjanovic, THE 2021 The aim of this qualitative Sí Ya que se
LM; www- Umek. CLOSURE study was to examine busca
Beyazogl webofsci Beyazoglu, OF preschool and school investigar
u, KH and ence- Kaja. PRESCHOO children's well-being acerca del
com.udd. Fekonja, LS AND during the closing of
Fekonja, bienestar
idm.oclc. Urska. SCHOOLS preschools and schools
U org/ AS A due to COVID-19
emocional de
Mar 2021 wos/ RESULT OF pandemic, based on preescolares en
| woscc/ THE children's self-reports. We la pandemia.
SODOBN full- COVID-19 also aimed to examine
A record/ EPIDEMIC: children's potential
72 (1) , WOS:00 THE WELL- emotional and
pp.10-31 0681352 BEING OF behavioural problems as
400001 CHILDREN well as the difficulties,
faced by their parents
during the epidemic. The
sample included 40
preschool children (mean
age was 5;6 years) and 17
school children (mean age
was 7;5 years). Children's
reports on their well-
being were collected
through a semi-structured
interview, while parents
assessed the presence of
emotional and
behavioural problems in
children, and also
reported on their own
workload, type of child
care and the problems
they have encountered
during this period.
Relatively most preschool
children responded that
they felt well, and slightly
fewer felt unwell or well
and unwell at the same
time, while most school
children felt unwell.
Children reported both
positive and negative
aspects of the quarantine;
social isolation from
friends was most often
reported as a negative
aspect while school
children also highlighted
 school work. Most
children did not express
pronounced behavioural
and emotional problems.
Furthermore, most parents
emphasized problems
with coordinating work
responsibilities with
spending time with their
child and helping him/her
with school work. The
research findings offer the
basis for considering the
importance of opening
preschools and schools
during the epidemic and
creating support for
parents and children in
effectively coping with its
negative consequences.
Martínez- 10.6018/ Martínez- Trait 2023 Background: Trait No Habla acerca de
Saura, analesps. Saura, emotional Emotional Intelligence profesoras, no
HF; 555021 Helena. intelligence (EI) is a personal preescolares.
Sánchez- Sánchez- as buffer of characteristic that can act
López, mood of in- as a buffer factor against
López,
María. service and vital challenging
MC and Pérez- pre-service circumstances and be a
Pérez- González, teachers of predictor of mood in a
González, Juan Carlos. preschool variety of natural
JC and situations such as those
Oct 2023. elementary derived from the social
ANALES education context of the COVID-19
DE during the pandemic. The general
PSICOLO impact of aim of this research was
GÍA. COVID-19 to study the relationship
39 (3) , between trait EI and
pp.487-495 teacher moods during
confinement. Method:
The study included 478
participants, 316
Preschool teachers and
Elementary teachers from
public centers in the
Region of Murcia and 162
university students of
Preschool and Elementary
education degrees. The
instrument used to assess
trait EI was the TEIQue-
SF; to assess the moods
experienced during the
 impact of COVID-19, a
short version of the
POMS was used. Results:
Teachers with high trait
EI were perceived to be
more energized and
kinder, as well as less
nervous, moody, sad and
tired, just the opposite
pattern of teachers with a
low trait EI profile. In
addition, female teachers
obtained higher scores in
negative mood states.
Conclusions: Although
the study is correlational,
the results support the
idea of trait EI as a
protective factor against
stress, which reinforces its
role as a promoter of
teacher well-being.
Vecchio, 10.1080/ Vecchio, Childcare 2022 Research Findings: No Ya que habla de
GM; 1040928 Giovanni. Providers During the COVID-19 proveedores de
Zava, F; 9.2022.2 Zava, and COVID- pandemic, the education cuidado infantil,
(...); Sette, 127293 Federica. 19: The Role system faced no de
Gerbino, of unprecedented challenges, preescolares.
S
María. Regulatory including global school
Sep 2022 Baumgartner, Emotional closures, the cancellation
(Early Emma. Self-Efficacy of face-to-face teaching,
Access) | Sette, in Sustaining and ultimately school
EARLY Stefania. Subjective step-wise or partial
EDUCAT Well-Being reopening. Childcare
ION AND providers have faced
DEVELO additional significant
PMENT. stressors from the
beginning of the outbreak.
The present study aimed
at investigating the effect
of childcare providers'
regulatory emotional self-
efficacy on their
subjective well-being (i.e.
positive and negative
affect), including
indirectly through a
reduction in stress during
the first COVID-19
lockdown in Italy. Three
hundred and sixty-four
childcare providers at
 daycares and preschools
in Italy participated in the
study by completing an
online survey. A structural
equation model revealed
an indirect effect between
self-efficacy beliefs in the
management of negative
emotions and negative
affect, via stress. More
specifically, childcare
providers with high self-
efficacy beliefs in the
management of negative
emotions experienced less
negative affect, alongside
lower levels of stress.
Practice or Policy: The
findings suggest the
crucial role played by
childcare providers'
regulatory emotional self-
efficacy beliefs in
protecting their subjective
well-being during the
COVID-19 outbreak. The
practical implications of
the study are discussed
Khera, G; 10.1016/ Khera, Impact of the 2023 Unexpected changes Sí Ya que habla del
Yelisetty, j.heliyon Gunjan. COVID-19 brought about by the impacto de la
RC; (...); .2023.e1 Yelisetty, pandemic on coronavirus disease 2019 pandemia en el
Dadzie, 4332 Ratna . the well- (COVID-19) have bienestar de
Chandrika, being of affected humans preescolares, el
VB
Spence. preschoolers: worldwide. This review cual se traduce
Apr 2023 Gavin, A parental attempts to address major en el eje central
| Malcolm. guide parental concerns about de nuestra
HELIYO AlAhbabi, the development of investigación.
N. Waala. preschool-aged children
9 (4) Dhafer, during the pandemic from
Masoud the perspectives of
Hadi. neuropsychology,
Dadzie, consultation, and motor
Vanessa development for
Baaba. preschoolers aged 2-5
years. Methods: A total of
273 articles including
original data, review
articles, national and
regional perspectives,
government websites, and
commentaries were
considered in this review,
of which 117 manuscripts
were excluded because
they were unrelated to
children, adolescents, or
COVID -19
pandemic/upper
respiratory infections. A
total of 156 manuscripts
were included after
reading the abstract and
entire article. Results:
Telehealth could be an
effective tool for
addressing cognitive and
emotional challenges that
arise during the pandemic.
Online consultations are
highlighted for nutritional
guidelines and to
overcome problems that
parents face when caring
for children in difficult
times. Outdoor activities
using sanitisers, proper
cleanliness, and following
standard operating
procedures are
recommended. Parental
preoccupation with media
should be avoided.
Interpretation: Many
preschoolers show delays
in reaching their
developmental
milestones, and the
pandemic has increased
parents' concerns, as
access to practitioners is
limited. Therefore,
parents should be
encouraged to undergo
neuropsychological
consultations whenever
necessary. This study
emphasises important
strategies to ensure that
children's development is
minimally affected while
staying in the confined
environment of their
 homes. This study serves
as a new guide for
parents, as they raise
young children in the new
normal. Parents should
undergo basic yearly
physical,
neuropsychological,
nutritional, and speech
checkups.
Keleyniko 10.3390/ Keleynikov, Preschool 2022 COVID-19 has No Ya que habla de
v, M; ijerph19 Mor., Teachers' dramatically affected the profesoras, no
Benatov, J 052645 Benatov, Psychologica mental health and work preescolares.
and Joy., l Distress and environment of the
Berger, Work educational sector. Our
Berger, R
Rony. Engagement primary aim was to
Mar 2022 during investigate preschool
| COVID-19 teachers' psychological
INTERN Outbreak: distress and work
ATIONA The engagement during the
L Protective COVID-19 outbreak,
JOURNA Role of while examining the
L OF Mindfulness possible protective role of
ENVIRO and Emotion participating in a
MENTAL Regulation mindfulness-based
RESEAR intervention geared to
foster compassion
CH AND
(Call2Care-Israel for
PUBLIC Teachers; C2C-IT) and
HEALTH. emotion regulation. The
19 (5) prevalence of emotional
distress, work
engagement, and COVID-
19 concerns were
evaluated in 165
preschool teachers in the
early stages of the
COVID-19 outbreak in
Israel through
questionnaires. The
findings showed that
preschool teachers
experienced increased
emotional distress.
Teachers who had
participated in the C2C-IT
intervention six months
before the pandemic
outbreak (N = 41)
reported lower emotional
distress, higher use of
 adaptive emotion
regulation strategies, and
higher work engagement,
compared to their
counterparts that had not
participated in the
intervention (N = 124).
Emotion regulation
strategies mediated the
link between participating
in CTC-IT intervention
and emotional distress
and work engagement.
Teaching is a highly
demanding occupation,
especially during a
pandemic, thus making it
important to invest
resources in empowering
this population. The
findings here suggest that
the implementation of a
mindfulness-based
intervention during the
school year can enhance
teachers' well-being, even
during stressful events
such as the COVID-19
pandemic.
Wang, LJ; 10.3390/ Wang, Parental 2022 The vaccination of all No Ya que habla
Kou, KC; vaccines Liang-jen., Attitudes, children may be one of acerca de la
(...); 1012211 Kou, Kuang- Intentions, the most important public vacuna del
Chien, SJ 4 Che., Tang, Decisions, health measures for COVID-19.
Kuo-Shu., and preventing a wider spread
Dec 2022
Lee yu., Psychologica of severe acute respiratory
| Chen, Yi- l Wellbeing syndrome coronavirus 2
VACCIN Chun., Lo, Regarding (SARS-CoV-2) infection
ES. Mao-Hung., COVID-19 in the community.
10 (12) Lee Ing-Kit., Vaccination: Therefore, the purpose of
Chuah, Seng- Preschool, this study was to
Kee., Lee, School-Age, investigate the attitude,
Chien-te; and intention, decision
Kung, Chia- Adolescent making, and
Te., Wang Caregivers psychological well-being
Chih-Chi., among the caregivers of
Chien, Shao- children who received
ju. SARS-CoV-2 vaccination
in Taiwan. The caregivers
of children (98 preschool
children, 191 school-age
children, and 154
 adolescents) who received
COVID-19 vaccination
were invited to fill in the
following questionnaires:
Adopting Self-Protective
Behavior Scale, Drivers
of COVID-19 Vaccination
Acceptance Scale, Impact
of Event Scale, Chinese
Health Questionnaire, and
Parental Bonding
Instrument. Compared to
the caregivers of
adolescents, the
caregivers of preschool
children exhibited more
protective behaviors
toward the COVID-19
pandemic. The caregivers
of preschool children also
displayed a higher
emotional impact than
those of adolescents and
took a greater interest in
the family's opinion about
vaccination. Finally, we
found that COVID-19
ideological invasion and
protective parenting style
were significantly related
to the prevalence of
mental illness among
caregivers. The results of
this study can be used as
an important reference for
vaccination health care
and policy formulation for
adolescents with regard to
COVID-19.
2Zhang, 10.1016/ Zhang, Xiao. Barriers and 2021 School closures during No Ya que la
X j.ijdrr.20 benefits of the COVID-19 pandemic investigación
Dec 2021 21.10257 primary have forced many trata acerca de
| Sep 2021 0 caregivers' children around the world cuidadores, no
involvement to spend unprecedented preescolares.
(Early
in children's amounts of time at home,
Access) | education and the responsibility for
INTERN during educating children,
ATIONA COVID-19 especially young ones,
L school has largely fallen to
JOURNA closures parents and caregivers.
L OF Using a sample of 764
DISASTE households with
R RISK preschool children in
REDUCT Wuhan, China, where the
ION. pandemic started, this
66 study examined the
impact of the pandemic
on primary caregivers'
involvement in their
children's education at
home, and the barriers
and benefits of such
involvement for preschool
children's learning and
well-being. The results
showed that primary
caregivers were generally
less involved in their
children's education at
home during the
pandemic than they were
prior to it. Having
younger children, a lower
socioeconomic status (i.e.,
parents' lower levels of
education and less
prestigious occupations),
poorer physical health,
and higher levels of
household chaos were
associated with lower
frequencies of homebased
involvement exhibited by
caregivers. Finally,
caregivers' home-based
involvement during the
pandemic was beneficial
to preschool children's
learning behavior and
emotional health. The
findings highlight the
importance of
understanding the
barriers and benefits of
caregivers' home-based
involvement for
designing interventions
and policies to mitigate
the negative impact of
the pandemic on children
and their families.
Ejemplo:

Cita Título Autores Año Abstract Si/No Razones

Masui, K., & Ura, Aggressiv Masui, 2016 Humor style refers to individual Decida sí Porque
M. (2016). e humor Keita y Ura, differences related to the use of o no si se habla de
Aggressive humor style and Mitsuhiro. humor, and it includes positive incluye en alguna
style and psychopat and negative styles. Previous la revisión posible
psychopathy: hy: research has shown that negative sistemátic relación
Moderating Moderatin humor styles are associated with a entre el
effects of g effects psychological distress and humor y el
childhood of devaluing interpersonal desarrollo
socioeconomic childhood relationships. Negative styles of de
status. socioecon humor have also been associated psicopatía.
Translational omic with aggressive and competitive
Issues in status. personality traits, such as
Psychological psychopathy. This study focuses
Science, 2(1), 46– on subjective childhood
53. socioeconomic status (SES), to
https://doi.org/10. inhibit the use of negative humor
1037/tps0000060 in individuals with high
psychopathy. University students
(N = 137) participated by
completing questionnaires
assessing psychopathy, humor
styles, and subjective childhood
SES. Similar to previous work, a
positive correlation was shown
between aggressive and negative
humor styles and psychopathy.
The results of a hierarchical
regression analysis indicated that
higher levels of psychopathy were
associated with increased use of
an aggressive humor style by
individuals with low SES in
childhood. There was no effect of
psychopathy on the use of
aggressive humor in individuals
with high SES in childhood.
These results indicate that the
positive association between an
aggressive humor style and
psychopathy is moderated by
subjective childhood SES,
providing further evidence of the
buffering effects of subjective
childhood SES on the positive
relationship between psychopathy
and associated factors. These
findings contribute to the need for
developing a better human
society, the prevention of
delinquency, and the treatment of
individuals with high
psychopathy.