Apego entre Pares y Regulación Emocional en la Adolescencia: Implicaciones para el Desarrollo Socioemocional en Contextos Educativos

• Doménech Vañó, Pablo ^[1] ; Mestre Escrivá, María Vicenta ^[2] ; Tur-Porcar, Ana María ^[2]
  1. [1] Universidad Internacional de Valencia

     Universidad Internacional de Valencia

     Valencia, España

     
  2. [2] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 24, Nº. 69, 2026 (Ejemplar dedicado a: 1 de septiembre de 2026), págs. 255-280
• Idioma: español
• DOI: 10.25115/ejrep.v24i69.11081
• Títulos paralelos:
  • Peer Attachment and Emotion Regulation in Adolescence: Implications for Socio-Emotional Development in Educational Contexts
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción.  La adolescencia es una etapa clave para el desarrollo socioemocional, marcada por mayor autonomía y sensibilidad a las relaciones entre iguales. Aunque el apego parental ha sido ampliamente estudiado, el papel del apego a pares en la regulación emocional sigue poco explorado. Este estudio analiza cómo las dimensiones del apego (confianza, comunicación y alienación) se relacionan con dos estrategias de regulación emocional (reevaluación cognitiva y supresión expresiva), considerando diferencias por sexo y sus implicaciones educativas.

    Método.  Participaron 703 adolescentes (49,9% varones; 50,1% mujeres) de 15 a 18 años (M = 15,86; SD = 0,30) en ocho centros educativos de Valencia (España). Se aplicaron el Emotion Regulation Questionnaire (ERQ) y el Inventory of Parent and Peer Attachment (IPPA). El diseño fue transversal, con consentimiento informado y normas éticas de Helsinki. Se realizaron análisis descriptivos, pruebas t, correlaciones y un modelo de ecuaciones estructurales (WLSMV).

    Resultados. Las chicas puntuaron más alto en confianza y comunicación; los chicos en reevaluación cognitiva y supresión expresiva. El modelo SEM mostró buen ajuste (CFI = .953; RMSEA = .050). El apego a pares predijo la supresión expresiva (confianza y comunicación: efecto negativo; alienación: efecto positivo), explicando el 18% de la varianza. La influencia sobre la reevaluación cognitiva fue mínima (3,4%).

     Discusión y conclusiones.  El apego a pares influye especialmente en la supresión expresiva, mientras que la reevaluación cognitiva depende de factores cognitivos adicionales. Se recomienda promover vínculos seguros y estrategias adaptativas en contextos educativos, considerando diferencias de sexo. Futuras investigaciones deberían emplear diseños longitudinales y métodos multimodales.

  • English

    Introduction. Adolescence is a key stage for socio-emotional development, marked by greater autonomy and sensitivity to peer relationships. Although parental attachment has been extensively studied, the role of peer attachment in emotional regulation remains underexplored. This study examines how the dimensions of attachment (trust, communication, and alienation) are related to two emotion regulation strategies (cognitive reappraisal and expressive suppression), considering sex differences and their educational implications.

     Method. 703 adolescents (49.9% male; 50.1% female) aged 15 to 18 years (M = 15.86; SD = 0.30) participated in eight schools in Valencia, Spain. The Emotion Regulation Questionnaire (ERQ) and the Parent and Peer Attachment Inventory (IPPA) were administered. The study design was cross-sectional, with informed consent and adherence to the ethical principles of the Declaration of Helsinki. Descriptive analyses, t-tests, correlations, and a structural equation model (WLSMV) were performed.

     Results. Girls scored higher in trust and communication, boys in cognitive reappraisal and expressive suppression. The SEM model showed good fit (CFI = .953; RMSEA = .050). Peer attachment predicted expressive suppression (trust and communication: negative effect; alienation: positive effect), explaining 18% of the variance. The influence on cognitive reappraisal was minimal (3.4%).

    Discussion and conclusions. Peer attachment has a significant influence on expressive suppression, while cognitive reappraisal depends on additional cognitive factors. Promoting secure attachment and adaptive strategies in educational settings is recommended, taking sex differences into account. Future research should employ longitudinal designs and multimodal methods.

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