Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad

• Autores: María Laura Andrés, Florencia Stelzer, Santiago Vernucci, Lorena Canet Juric, Juan Ignacio Galli, José Ignacio Navarro Guzmán
• Localización: Suma Psicológica, ISSN-e 0121-4381, Vol. 24, Nº. 2, 2017, págs. 79-86
• Idioma: español
• DOI: 10.1016/j.sumpsi.2017.07.001
• Títulos paralelos:
  • Emotion regulation and academic skills: Relationship in children aged 9 to 11
• Enlaces
  • Texto completo
• Dialnet Métricas: 16 Citas
• Resumen
  • español

    Las habilidades académicas constituyen un componente específico del éxito escolar y numerosos factores influyen en su adquisición y consolidación. Uno de estos es la habilidad de regulación emocional de tolerancia al distrés, que se define por la capacidad de resistir estados emocionales negativos en pos de un objetivo. El propósito de este trabajo fue analizar la relación entre la tolerancia al distrés y las habilidades académicas de comprensión lectora y cálculo matemático en 107 niños de escolaridad primaria de 9 a 11años de edad. Los resultados mostraron que la tolerancia al distrés resultó un predictor significativo de la comprensión lectora de textos expositivos y del cálculo matemático, no así de la comprensión lectora de textos narrativos. Es posible que la tolerancia al distrés resulte un factor relevante para el éxito académico en varios dominios.

  • English

    Academic skills are a specific component of academic success, and many factors influence their acquisition and consolidation. One of these factors is the ability to emotionally regulate distress tolerance, as defined by the ability to withstand negative emotional states in pursuit of a goal. This paper undertook to analyse the relationship between distress tolerance and reading comprehension and mathematical computations in 107 primary school children aged 9 to 11. The results showed that distress tolerance was a significant predictor of reading comprehension of expository texts and mathematical computations, albeit not so for reading comprehension of narrative texts. Distress tolerance is likely to be a relevant factor for academic success in several domains.

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