Caminos hacia la competencia social: habilidades motoras y el papel mediador de la independencia en la educación infantil temprana
Pathways to social competence: motor skills and the mediating role of independence in early childhood education
DOI:
https://doi.org/10.47197/retos.v78.118679Palabras clave:
Habilidades motoras, independencia, habilidades sociales, educación infantil, PLS-SEM, mediaciónResumen
Antecedentes. El período preescolar es una transición crítica durante la cual el desarrollo motor y social sienta las bases para la preparación escolar. Aunque la literatura ha discutido ampliamente la relación directa entre las capacidades físicas y las habilidades sociales, los mecanismos psicológicos que unen a ambas, en particular el papel de la independencia, aún rara vez se exploran de manera holística en el contexto de la educación infantil.
El objetivo de este estudio es examinar el papel de la independencia como mediador en la relación entre las habilidades motoras (gruesas y finas) y las habilidades sociales en niños de 5 a 6 años. Mediante un diseño de encuesta explicativa transversal, este estudio contó con la participación de 400 niños en edad preescolar de la ciudad de Makassar (Indonesia), seleccionados mediante un procedimiento de muestreo por conglomerados en dos etapas. Los datos se recopilaron a través de una observación estructurada durante tres meses por parte de profesores titulados utilizando instrumentos validados. El análisis de los datos se llevó a cabo con el modelo de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM) utilizando SmartPLS 4.0.
Los resultados del análisis del modelo estructural muestran que las habilidades motoras tienen un efecto positivo significativo en la independencia y las habilidades sociales. Las conclusiones cruciales de este estudio revelan que la independencia funciona como un mediador parcial significativo, con influencias indirectas a través de la independencia más fuertes que las influencias motoras directas en las habilidades sociales. Los resultados de PLS-predict confirman que el modelo tiene un poder predictivo de categoría intermedia para el desarrollo del comportamiento infantil.
La conclusión de la independencia actúa como un «acelerador» que transforma la eficacia física en competencia social. Las implicaciones de este estudio enfatizan la importancia de un plan de estudios de educación física que no solo entrene la agilidad física, sino que también integre la estimulación de la autonomía y la toma de decisiones independientes para apoyar de manera óptima la participación social de los niños.
Referencias
Abdelkefi, I., Jarraya, S., Masmoudi, L., Jallali, D., Ben Mansour, N., & Jarraya, M. (2025). The Effective-ness of Motor Imagery Training in Improving Motor Skills in Preschool Children: A Random-ized Controlled Study. Perceptual and Motor Skills, 00315125251391881. https://doi.org/10.1177/00315125251391881
Aghniarrahmah, C., Fridani, L., & Supena, A. (2022). Perkembangan Kemandirian dan Keterampilan Sosial Anak Usia 5-6 Tahun dalam Pengasuhan Dual Career Family. Jurnal Obsesi : Jurnal Pen-didikan Anak Usia Dini, 6(1), 389–400. https://doi.org/10.31004/obsesi.v6i1.1319
Aydın, S., Sak, R., & Şahin-Sak, İ. T. (2025). Interrelationship of Preschoolers’ Gross Motor Skills, Digital Game Addiction Tendency, and Parents’ Parenting Styles. Children, 12(7), 932. https://doi.org/10.3390/children12070932
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Re-view, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Biino, V., Pesce, C., & Martins, C. (2025). Motor Skill Development at Preschool Age in Girls and Boys: The Role of Outdoor Free Play. Children, 12(5), 594. https://doi.org/10.3390/children12050594
Birklbauer, J., Gniewosz, B., Freudenthaler, T., Birklbauer, A., Pötzelsberger, B., Wiesinger, H.-P., Weghuber, D., & Ring-Dimitriou, S. (2024). A Fundamental Movement Skill Test for Preschool Children With and Without Overweight: The SALTO Test Battery. https://doi.org/10.1123/pes.2024-0076
Blewitt, C., O’Connor, A., Morris, H., Nolan, A., Mousa, A., Green, R., Ifanti, A., Jackson, K., & Skouteris, H. (2021). “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. In-ternational Journal of Environmental Research and Public Health, 18(4), 1530. https://doi.org/10.3390/ijerph18041530
Capio, C. M., & Eguia, K. F. (2021). Movement skills, perception, and physical activity of young children: A mediation analysis. Pediatrics International, 63(4), 442–447. https://doi.org/10.1111/ped.14436
Chao, M., & Cheng, C. (2025). The Developmental Trajectory of Emotion Regulation in Taiwanese Chil-dren: Secure Attachment Relationships and Children’s Independence. Infant and Child Devel-opment, 34(3). https://doi.org/10.1002/icd.70031
Choi, J.-Y., Betancur, L. C., & Rouse, H. L. (2024). Head Start Children’s Dual Enrollment in State Pre-K: Prevalence and Child Outcomes. AERA Open, 10, 23328584241255612. https://doi.org/10.1177/23328584241255612
Davies, C., Kong, S. P., Hendry, A., Archer, N., McGillion, M., & Gonzalez-Gomez, N. (2024). Sustained benefits of early childhood education and care (ECEC) for young children’s development dur-ing COVID-19. Journal of Early Childhood Research, 22(2), 238–257. https://doi.org/10.1177/1476718X231213488
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 1(20), 416–436.
Dyson, B., Howley, D., & Shen, Y. (2021). ‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning’s contribution to their social and emotional learning. Physical Education and Sport Pedagogy, 26(2), 137–154. https://doi.org/10.1080/17408989.2020.1779683
Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Varia-bles and Measurement Error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Foulkes, J., Knowles, Z., Fairclough, S. J., Stratton, G., O’Dwyer, M., & Foweather, L. (2021). Is Founda-tional Movement Skill Competency Important for Keeping Children Physically Active and at a Healthy Weight? International Journal of Environmental Research and Public Health, 19(1), 105. https://doi.org/10.3390/ijerph19010105
Gallen, A., Taylor, E., Salmi, J., Haataja, L., Vanhatalo, S., & Airaksinen, M. (2025). Early Gross Motor Performance Is Associated With Concurrent Prelinguistic and Social Development. Pediatric Research, 98(3), 1016–1022. https://doi.org/10.1038/s41390-025-03832-5
Guralnick, M. J., & Bruder, M. B. (2025). Inclusion in Preschool as a Catalyst to Enhance the Quality of Comprehensive Community-Based Early Childhood Programs. Infants & Young Children, 38(4), 262–279. https://doi.org/10.1097/IYC.0000000000000304
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R: A Workbook. Springer International Publish-ing. https://doi.org/10.1007/978-3-030-80519-7
Harper, E., McGrath-Champ, S., & Wilson, R. (2025). Perspectives on Teachers’ Work in Australian Ear-ly Childhood Education and Care Settings: Evidence and Ecology. Early Childhood Education Journal, 53(7), 2359–2372. https://doi.org/10.1007/s10643-024-01745-2
Hazizah, N., Rusdinal, R., Handrianto, C., Ismaniar, I., & Rahman, M. A. (2024). Warrior Kids Games on Improving the Self-Efficacy Abilities and Fine Motor Skills of 5–6 Years-Old Children. Retos, 56, 639–647. https://doi.org/10.47197/retos.v56.104892
Herman, H., Sultan, S., Suardi, S., Ahmar, A. S., & Khaeruddin, K. (2025). Social emotional learning in pre-service early childhood teachers: The key role of academic achievement, ICT competence and socioeconomic status. Cogent Education, 12(1), 2586315. https://doi.org/10.1080/2331186X.2025.2586315
Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024). Enhancing social-emotional skills in early childhood: Intervention study on the effectiveness of social and emotional learn-ing. BMC Psychology, 12, 761. https://doi.org/10.1186/s40359-024-02280-w
Irvin, D., Rous, B., Luo, Y., Lane, J. D., Hadley, E. B., Rojas, J. P., Irvin, A., & Bergstrom, H. C. (2025). Ad-vances in Measuring the Intersection of Talk and Contextual Features on the Early Childhood Playground. Topics in Early Childhood Special Education. https://doi.org/10.1177/02711214251324615
Izza, H., Fitriani, H., & Kuswardani, M. E. (2025). Kemadirian Anak Usia Dini pada Program Full-day dan Reguler: Studi Kuantitatif Komparatif. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(5), 2271–2277. https://doi.org/10.31004/obsesi.v9i5.7429
Jalleli, D., & Jarraya, S. (2025). The Effect of a Short-Term Mindfulness Program on Motor Skills and on Psychological and Social Behavior in Preschool Children: A Randomized Controlled Trial. Per-ceptual and Motor Skills, 00315125241270657. https://doi.org/10.1177/00315125241270657
Katanić, B., Aleksić‐Veljković, A., Radaković, R., Mujanović, R., & Prvulović, N. (2025). The Association Between Motor Abilities and Movement Skills With Cognitive Abilities in Preschool Children. Retos, 65, 579–588. https://doi.org/10.47197/retos.v65.111375
Kavanagh, J., Issartel, J., & Moran, K. (2019). How Actual Motor Competence and Perceived Motor Competence Influence Motor‐skill Engagement of a Novel Cycling Task. Scandinavian Journal of Medicine and Science in Sports, 29(10), 1583–1590. https://doi.org/10.1111/sms.13492
Kock, N. (2015). Common Method Bias in PLS-SEM: A Full Collinearity Assessment Approach. Interna-tional Journal of E-Collaboration (IJeC), 11(4), 1–10. https://doi.org/10.4018/ijec.2015100101
Larivière‐Bastien, D., Aubuchon, O., Blondin, A., Dupont, D., Libenstein, J., Séguin, F., Tremblay, A., Zar-glayoun, H., Herba, C. M., & Beauchamp, M. H. (2022). Children’s perspectives on friendships and socialization during the COVID‐19 pandemic: A qualitative approach. Child: Care, Health and Development, 48(6), 1017–1030. https://doi.org/10.1111/cch.12998
Li, Y., Wu, X., Ye, D., Zuo, J., & Liu, L. (2025). Research progress on the relationship between fine motor skills and academic ability in children: A systematic review and meta-analysis. Frontiers in Sports and Active Living, 6. https://doi.org/10.3389/fspor.2024.1386967
Lobo, E., Mukherjee, D., Choudhury, P. K., Babu, G. R., Srinivas, P. N., & Onno C. P. van Schayck. (2025). Home-Learning Environment and Cognitive and Academic Outcomes Among Children Aged 4–8 years: A Cross-Sectional Study From South India. Dialogues in Health, 7, 100238. https://doi.org/10.1016/j.dialog.2025.100238
Lopes, N., Jacinto, M., Monteiro, D., Matos, R., & Ibáñez, S. J. (2025). Effects of a Twelve-Week Com-plementary Sports Program to Athletics Training on Motor Competence in Children Aged 6 to 10 Years Old—A Study Protocol. Healthcare, 13(17), 2111. https://doi.org/10.3390/healthcare13172111
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Matson, J. L., Neal, D., Fodstad, J. C., Hess, J. A., Mahan, S., & Rivet, T. T. (2010). Reliability and Validity of the Matson Evaluation of Social Skills With Youngsters. Behavior Modification, 34(6), 539–558. https://doi.org/10.1177/0145445510384844
McGuckin, T., Turner, D., Jones, T., Crowther, F., Eagers, J., & Connor, J. (2024). Impact of a fundamen-tal movement skills program on educator practice in early learning centres. Discover Educa-tion, 3(1), 94. https://doi.org/10.1007/s44217-024-00193-9
Memba, G. V., & Ostrov, J. M. (2025). Executive Functioning Across the Transition to Kindergarten: Links With Social and Academic Outcomes in Early Childhood. Social Development, 34(1), e12788. https://doi.org/10.1111/sode.12788
Mercê, C., Bernardino, S., Saramago, N., Branco, M., & Catela, D. (2025). A Quasi-Experimental Hip-Hop-Based Program to Improve Motor Competence and Physical Activity in Preschoolers in Portugal: The “Grow+” Program. Healthcare, 13(19), 2518. https://doi.org/10.3390/healthcare13192518
Miller, A. L., Palmer, K. K., Wang, L., Wang, C., Riley, H. O., McClelland, M. M., & Robinson, L. E. (2023). Mastery-oriented motor competence intervention improves behavioral but not cognitive self-regulation in head start preschoolers: Randomized controlled trial results. Scandinavian Jour-nal of Medicine & Science in Sports, 33(5), 725–736. https://doi.org/10.1111/sms.14294
Molinero-González, P., Martín-Antón, L. J., Carbonero-Martín, M. Á., Arteaga-Cedeño, W. L., & Rodrí-guez-Sáez, J. L. (2023). The Effectiveness of an Intervention Programme for Reducing Peer Re-jection in Early Childhood Education. Children, 10(11), 1826. https://doi.org/10.3390/children10111826
Moreira, J. S., Ferreira, P. C., & Simão, A. M. V. (2024). Fostering Self-Regulated Learning in Preschool Through Dynamic Assessment Methodologies. Plos One, 19(3), e0298759. https://doi.org/10.1371/journal.pone.0298759
Napolitano, C. M., Sewell, M. N., Yoon, H. J., Soto, C. J., & Roberts, B. W. (2021). Social, Emotional, and Behavioral Skills: An Integrative Model of the Skills Associated With Success During Adoles-cence and Across the Life Span. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.679561
Ojeda-Troncoso, N., & Campos-Campos, K. (2025). Adapted Sports-Based Games With Cooperative and Competitive Approaches on Social and Motor Skills in Early Primary School Students. Percep-tual and Motor Skills, 132(6), 1332–1350. https://doi.org/10.1177/00315125251342622
Ottenbacher, K. J., Taylor, E. T., Msall, M. E., Braun, S., Lane, S. J., Granger, C. V., Lyons, N., & Duffy, L. C. (1996). The Stability And Equivalence Reliability Of The Functional Independence Measure For Children (WeeFIM)®. Developmental Medicine & Child Neurology, 38(10), 907–916. https://doi.org/10.1111/j.1469-8749.1996.tb15047.x
Özen-Uyar, R., Aslan, D., Reinke, W. M., & Aktaş-Arnas, Y. (2025). Training and coaching early child-hood teachers to foster social, emotional, and behavioral competence of children in Turkey. School Psychology, 40(3), 309–322. https://doi.org/10.1037/spq0000625
Pienaar, A. E., Gericke, C., & Plessis, W. du. (2021). Competency in Object Control Skills at an Early Age Benefit Future Movement Application: Longitudinal Data from the NW-CHILD Study. Interna-tional Journal of Environmental Research and Public Health, 18(4), 1648. https://doi.org/10.3390/ijerph18041648
Predy, L. K., Vrantsidis, D., Khoei, M., Ali, N., & Wiebe, S. A. (2025). Separable but Correlated: The Role of Executive Functions and Effortful Control in the Transition to School Age. Behavioral Scienc-es, 15(7), 845. https://doi.org/10.3390/bs15070845
Quenzer-Alfred, C. (2025). Transition at a standstill: Preschoolers’ motor development during the COVID-19 pandemic. Early Years, 45(3–4), 456–471. https://doi.org/10.1080/09575146.2024.2372614
Rodríguez-Fernández, J. E., Pereira, V., & Pereira, B. (2024). The Playground as a Laboratory for Play-ful Practices and Social Relations. Retos, 60, 1319–1326. https://doi.org/10.47197/retos.v60.108095
Romero-Martínez, J., Menescardi, C., García‐Massó, X., & Estevan, I. (2024). Efectos De La Actividad Física Durante Las Clases Sobre La Alfabetización Motriz: Una Revisión Sistemática (Effects of Class-Based Physical Activity in Physical Literacy: A Systematic Review). Retos, 52, 311–322. https://doi.org/10.47197/retos.v52.100143
Roscoe, C. M. P., James, R. S., & Duncan, M. (2019). Accelerometer-Based Physical Activity Levels, Fun-damental Movement Skills and Weight Status in British Preschool Children From a Deprived Area. European Journal of Pediatrics, 178(7), 1043–1052. https://doi.org/10.1007/s00431-019-03390-z
Rudd, J., O’Callaghan, L., & Williams, J. (2019). Physical Education Pedagogies Built Upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Chil-dren’s Executive Function and Self-Regulation Skills? International Journal of Environmental Research and Public Health, 16(9), 1630. https://doi.org/10.3390/ijerph16091630
Samawi, A., Yafie, E., & Astuti, W. (2025). A model of physical literacy, parental involvement, and social factors on motor development in children with social development as a moderator. Retos, 66, 788–802. https://doi.org/10.47197/retos.v66.113168
Sansi, A., Nalbant, S., & Ozer, D. (2021). Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder. Jour-nal of Autism and Developmental Disorders, 51(7), 2254–2270. https://doi.org/10.1007/s10803-020-04693-z
Sarstedt, M., Hair, J. F., Cheah, J. H., Becker, J. M., & Ringle, C. M. (2019). How to specify, estimate, and validate higher-order constructs in PLS-SEM. Australasian Marketing Journal, 27(3), 197–211. https://doi.org/10.1016/j.ausmj.2019.05.003
Schulz, M. L., Wood, C. E., Fogarty, A., Brown, S. J., Gartland, D., & Giallo, R. (2024). Intimate partner violence exposure during infancy and social functioning in middle childhood: An Australian mother and child cohort study. Child Development, 95(3), 817–830. https://doi.org/10.1111/cdev.14032
Serrano, D. G. (2024). La Escuela Reggio Emilia Aplicada a Las Clases De Natación en Educación Física Con Niños Y Niñas De Hasta Dos Años De Edad (The Reggio Emilia Approach Applied to Swimming Classes in Physical Education With Boys and Girls Up to Two Years Old). Retos, 56, 200–207. https://doi.org/10.47197/retos.v56.102973
Sharp, C., Fonagy, P., & Allen, J. G. (2012). Posttraumatic stress disorder: A social‐cognitive perspective. Clinical Psychology: Science and Practice, 19(3), 229–240. https://doi.org/10.1111/cpsp.12002
Silva, G. G., Filho, M. A. R., Carlos Dario da Silva Costa, Stela Regina Pedroso Vilela Torres de Carvalho, João Daniel de Souza Menezes, Silva, M. Q. d., Martinez, W. D., Gonçalves, B. C., Natália Almeida de Arnaldo Silva Rodriguez Castro, Luíz Vianney Saldanha Cidrão Nunes, Santos, E. R. d., Cris-tóvão, H. L. G., Werneck, A. L., Quitério, A. B., Lopes, S. M. M., Vaz-Oliani, D. C. M., Fácio, F. N., Fucuta, P. d. S., Alba Regina de Abreu Lima, … Andre, J. C. (2025). How Learning Styles Charac-terize Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers While Learning Surgery: Scoping Review. Jmir Medical Education, 11, e66766–e66766. https://doi.org/10.2196/66766
Sørlie, M.-A., Hagen, K. A., & Nordahl, K. B. (2021). Development of social skills during middle child-hood: Growth trajectories and school-related predictors. International Journal of School & Edu-cational Psychology, 9(sup1), S69–S87. https://doi.org/10.1080/21683603.2020.1744492
Sun, J., Singletary, B., Jiang, H., Justice, L. M., Lin, T.-J., & Purtell, K. M. (2022). Child behavior problems during COVID-19: Associations with parent distress and child social-emotional skills. Journal of Applied Developmental Psychology, 78, 101375. https://doi.org/10.1016/j.appdev.2021.101375
Sutapa, P., Pratama, K. W., Rosly, M. M., Ali, S. K. S., & Karakauki, M. (2021). Improving Motor Skills in Early Childhood through Goal-Oriented Play Activity. Children, 8(11), 994. https://doi.org/10.3390/children8110994
Tao, Y., Zhang, Y., Qian, H., & Cao, Z. (2025). Long term effects of physical activity types on executive functions in school aged children. Scientific Reports, 15(1), 30303. https://doi.org/10.1038/s41598-025-09674-9
Turnbull, K. L. P., DeCoster, J., Downer, J. T., & Williford, A. P. (2024). Elucidating linkages of executive functioning to school readiness skill gains: The mediating role of behavioral engagement in the PreK classroom. Early Childhood Research Quarterly, 69, 38–48. https://doi.org/10.1016/j.ecresq.2024.07.001
Wibowo, Moch. S. R. (2024). The Effect of Self-Efficacy, Social Support, and Achievement Motivation on Archery Athlete’s Perfor-Mance. Retos, 54, 348–354. https://doi.org/10.47197/retos.v54.102211
Willoughby, M. T., Hudson, K., Hong, Y., & Wylie, A. (2021). Improvements in Motor Competence Skills Are Associated With Improvements in Executive Function and Math Problem-Solving Skills in Early Childhood. Developmental Psychology, 57(9), 1463–1470. https://doi.org/10.1037/dev0001223
Wu, H., Eungpinichpong, W., Ruan, H., Chen, W., Yang, Y., & Dong, X. (2024). Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Edu-cation Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China. Sustainability, 16(4), 1400. https://doi.org/10.3390/su16041400
Yin, X., Zhang, D., Shen, Y., Wang, Y., Wang, Z., & Liu, Y. (2025). Effectiveness of school-based interven-tions on fundamental movement skills in children: A systematic review and meta-analysis. BMC Public Health, 25(1), 1522. https://doi.org/10.1186/s12889-025-22696-2
Zhao, P., Ma, K., Ji, Z., & Jiang, G. (2024). Effects of Task Interference on Kinematics and Dual-Task Cost of Running in Early Childhood. Sensors, 24(5), 1534. https://doi.org/10.3390/s24051534
Zhoc, K. C., Tse, J. K., & King, R. B. (2025). The importance of social and emotional learning in facilitat-ing positive transitions from kindergarten to primary school in Hong Kong. Journal of Early Childhood Research, 23(4), 464–479. https://doi.org/10.1177/1476718X251349938
Zhu, D., Chen, Y., Li, L., & Dunsmore, J. C. (2023). Family Functioning, Emotion Socialization, and Chil-dren’s Social Competence: Gender-Specific Effects in Chinese Families. Journal of Child and Family Studies, 32(1), 257–271. https://doi.org/10.1007/s10826-022-02480-1
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Usman Usman, Arismunandar Arismunandar, Rusmayadi Rusmayadi, Syamsuardi Saodi, Muhammad Akil Musi, Herlina Hasan
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
