https://revistas.uautonoma.cl/index.php/ejpad <p>The European Journal of Child Development, Education and Psychopathology (EJPAD), ISSN: 2340-924X, was created in 2013 by the Spanish Scientific Society for Research and Training in Health Sciences (<a href="https://formacionasunivep.com/revistas">ASUNIVEP</a>) and since its creation has oriented to disseminate research related to the development of the child, dealing with topics of interest in the field of education and developmental psychology, conducted in Ibero-America, and in close collaboration with the Universidad Autonoma de Chile. From 2021 the Journal is published in Santiago de Chile by the Universidad Autonoma de Chile, in this way the journal EJPAD is constituted as the official body of its Faculties of Education and Social Sciences and the Spanish Scientific Society for Research and Training in Health Sciences (ASUNIVEP) Its ISSN registration: 2340-924X was transferred to the agency ISNN Chile (<a title="ISSN" href="https://portal.issn.org/resource/ISSN/2530-0776">https://portal.issn.org/resource/ISSN/2530-0776</a>)</p> <p>The <em data-start="732" data-end="802">Journal</em>, publishes scientific papers related to <strong>child development</strong>, addressing topics of interest in the fields of <strong>developmental psychology, education, and psychopathology</strong>. The journal also provides an international platform for the dissemination of scientific knowledge, including empirical research and case studies.</p> <p>The European Journal of Child Development, Education and Psychopathology (EJPAD) is a peer-reviewed, peer-reviewed journal with continuous periodicity. It has an international reach and focus in Ibero-America, is open access and uses a Creative Commons Attribution License -Non-Commercial- without derivatives 4.0 International ( CC BY-NC-ND 4.0 ). Content is available in open access immediately after publication.</p> <p><strong>Objective</strong> : Its objective is the dissemination and publication of empirical works - research and /or theorists from any field related to child development, education and psychology, in its broadest aspect, extending its coverage to professionals from other related disciplines.</p> <p><strong>Vision</strong> : EJPAD seeks to be a space for academic discussion and multidisciplinary dialogue in the area of health sciences in all its aspects, which contributes to scientific communication between research and academic peers in the area.</p> <p><strong>Aimed at</strong> professionals, academics and researchers in the field of education, psychology, social work and related specialties.</p> <p>The Journal publishes original articles, case reports, review articles, brief communications and letters to the editor in English or Spanish. EJPAD has no article processing charges (APC) or item shipping charges for any of the editorial or publishing processes.</p> Universidad Autónoma de Chile es-ES European Journal of Child Development, Education and Psychopathology 2340-924X <p>The publication are distributed under the <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en">Creative Commons Attribution-NonCommercial-Non Derivatives 4.0</a> International license (<a href="https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en">CC BY-NC-ND 4.0</a>). The rights of the works published in this journal are the property of the author and they are free to distribute and disseminate them, as long as the source is correctly cited, no derivative works are generated and these acts do not have commercial purposes.</p> https://revistas.uautonoma.cl/index.php/ejpad/article/view/2844 <p>Personality is a neuropsychological construct, identified by information processing patterns and interaction models, expressed in neurotic, introversion, extraversion and psychoticism type traits. The intense, inflexible and frequent expression of the trait causes personality problems with significant damage. The study considers intelligence and executive functions as factors involved in the expression of the trait, allowing its regulation and adaptability. In view of this fact, the aim is to identify, associate and describe the behavior between traits, intelligence and executive behavior in childhood. Quantitative methodology, with descriptive and correlational model, in a sample of 107 students between eight and ten years old, the instruments used were CPQ, K-bit and Banfe-3. The results identify low association with negative behavior between intelligence, executive functions and traits of anxiety, introversion and psychoticism, with regression analysis, not higher than 17 %. The results increase the evidence, which describes the interference of cognitive actions in the modulation of personality. Conclusion: The performance of intelligence and executive behavior, intervenes in the regulation and expression of anxiety, allows the search for reflective spaces with introversion, and reduces the motivation to manipulate other individuals.</p> Oscar Armando Erazo Santander Juan Felipe Martínez Flórez Erika Patricia Ruiz Gonzalez Copyright (c) 2025 Oscar Armando Erazo Santander, Juan Felipe Martínez Flórez, Erika Patricia Ruiz Gonzalez https://creativecommons.org/licenses/by-nc-nd/4.0 2025-08-25 2025-08-25 13 1 1 19 10.32457/ejpad.v13i1.2844 https://revistas.uautonoma.cl/index.php/ejpad/article/view/2988 <p>University faculty training has evolved from a remedial approach to a continuous and context-based professionalization process. This shift aims not only at the acquisition of pedagogical competencies but also at the development of a reflective and critical teaching identity. Through this approach, educators can interpret, transform, and theorize their teaching practice, fostering continuous improvement in instruction. In this context, the Universidad Autónoma de Chile has designed the Ruta Formativa Docente (RFD), an innovative initiative based on structured and progressive courses that contribute to the professionalization of higher education teaching. To assess its impact, the Kirkpatrick evaluation model was applied during the 2018–2024 period, analyzing three levels: reaction, learning, and results. The findings reveal a high level of participant satisfaction, significant progress in the conceptualization of the university teaching role, and measurable improvements in academic performance indicators. These results reaffirm the importance of the Teaching Development Pathways as a key institutional strategy for ensuring educational quality through the continuous development of teaching competencies.</p> Hernán Viguera Figueroa Patricia Carolina Ibañez Polanco Cintia Susana Montenegro Villalobos Gustavo Alfredo Pavez von Martens Copyright (c) 2025 Hernán Viguera Figueroa, Patricia Carolina Ibañez Polanco, Cintia Susana Montenegro Villalobos, Gustavo Alfredo Pavez von Martens https://creativecommons.org/licenses/by-nc-nd/4.0 2025-03-28 2025-03-28 13 1 1 18 10.32457/ejpad.v13i1.2988