Introduction:

The emotional regulation is an essential process in the daily life of people whose use different strategies (actions head for the success of objectives) or abilities (capacity to accomplish a certain activity with success), to modify the curse as the intensity, duration, and expression of the different emotions. You learn how to react facing an emotional event during the childhood, in this period, a deficient regulation has been associated with social anxiety, depression, sadness, fear and anger problems, just like low academic efficiency. Having appropriate emotional strategies can support to keep calm and reevaluate the problematic situation where the kids’ lives, reaching resignify an event to modify the emotional effect, which would allow decrease negative effects and increase the knowledge of answers facing various problematics.

Method:

Resorted to a transversal and qualitative design, with descriptive reach and an intentional sample, 600 children participated amongst nine and eleven years (M = 10.0; SD = 0.81), 49% were boys and 51% girls. Utilizing the Cognitive Emotion Regulation Questionnaire Spanish (CERQ-k) the Garnefski, Rieffe, Jellesma Terwogt y Kraaij (2007); the Spence Children Anxiety Scale (SCAS) validated to Mexican children for Hernández-Guzmán, Bermúdez-Ornelas, Spence, González, Martínez-Guerrero, Aguilar & Gallegos (2003). To analyze and verify the dimensions underlying the instrument, the items were subdued first to a factorial analysis exploratory and subsequently, to a confirmatory one.

Results:

According to the factorial analysis exploratory, five factors were obtained: Self-blame, Rumination, Other-blame, Positive refocusing and Positive reassessment; with a total variance explained of 49.97%, with an alpha of Cronbach total of .82, maintaining 19 of 35 original items. The indexes Chi2 with value p<.05, GFI > .95, CFI > .90, RMSEA <.08 and the index RMR < .05, these denote a suitable adjustment among the theoretical model and the analyzed datums in this model. The results found along with observed ones in the comparisons of the indicators Chi2 and CFI allows conclude that the structure of the instrument is equivalent for boys and girls of the sample in the range of dimensions, items which forms each dimension, covariances among dimensions and the residuals of the observed variables.

Discussion:

The childhood is a period which girls and boys learn to how express emotions in their cultural context, that’s why count with valid and trustworthy instruments, results a strong support to propose intervention strategies suitable that supports the consolidation of expressions and helps in an efficient way to resolve complicated situations that pops up.

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