<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-0705</journal-id>
<journal-title><![CDATA[Nova scientia]]></journal-title>
<abbrev-journal-title><![CDATA[Nova scientia]]></abbrev-journal-title>
<issn>2007-0705</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Salle Bajío A. C., Coordinación de Investigación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-07052021000100111</article-id>
<article-id pub-id-type="doi">10.21640/ns.v13i26.2794</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación del Cognitive Emotion Regulation Questionnaire kids (CERQ-k) en niños mexicanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of the Cognitive Emotion Regulation Questionnaire kids (CERQ-k) in Mexican Children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-Pérez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Torres]]></surname>
<given-names><![CDATA[Christian Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcázar-Olán]]></surname>
<given-names><![CDATA[Raúl José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-07052021000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-07052021000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-07052021000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción:  La regulación emocional es un proceso esencial en la vida diaria de las personas, quienes utilizan diferentes estrategias, acciones encaminadas al logro de objetivos, o habilidades, capacidad para llevar a cabo con éxito determinada actividad, para modificar tanto el curso, como la intensidad, duración y expresión de las diferentes emociones. Es durante la infancia en donde se aprende cómo reaccionar ante un evento emocional, una regulación emocional deficiente en esta etapa de la vida se ha relacionado con problemas de ansiedad social, depresión, tristeza, miedo y enojo, así como un bajo rendimiento académico. Disponer de estrategias adecuadas puede apoyar tanto a los niños como a las niñas a mantener la calma y reevaluar la situación problemática que están viviendo, pueden llegar a resignificar un evento para cambiar su efecto emocional; dicha habilidad les permitiría disminuir los efectos negativos e incrementar su bagaje de respuestas ante una problemática.  Método:  Se utilizó un diseño de tipo transversal, cuantitativo, con alcance descriptivo y con una muestra intencional. Se tuvieron 600 participantes con edad entre 9 y 11 años (M = 10.0; DE = 0.81), 49% eran niños y 51% niñas. Se utilizó el Cognitive Emotion Regulation Questionnaire (CERQ-k) de Garnefski, Rieffe, Jellesma Terwogt y Kraaij (2007) y la Escala para Ansiedad para Niños de Spence (SCAS) validada para niños mexicanos por Hernández-Guzmán, Bermúdez-Ornelas, Spence, González, Martínez-Guerrero, Aguilar y Gallegos (2003). Para analizar y verificar las dimensiones subyacentes al instrumento, los reactivos fueron sometidos primero a un análisis factorial exploratorio y posteriormente a uno confirmatorio.  Resultados:  Del análisis factorial exploratorio se obtuvieron cinco factores: Autoculpa, Rumiación, Culpar a otros, Reenfocarse en los planes y Reevaluación positiva. Con una varianza total explicada de 49.97%, un alfa de Cronbach total de .82, conservando 19 de los 35 reactivos originales. Los índices Chi2 con valor p&lt;.05, GFI &gt; .95, CFI &gt; .90, RMSEA &lt; .08 y el índice RMR &lt; .05 denotan un adecuado ajuste entre el modelo teórico y los datos analizados en este modelo. Los resultados encontrados en conjunto con los observados en las comparaciones de los indicadores Chi2 y CFI permiten concluir que la estructura del instrumento es equivalente para los niños y niñas de la muestra en el número de dimensiones, en los reactivos que componen cada dimensión, en las covarianzas entre las dimensiones y en los residuales de las variables observadas.  Discusión:  La infancia es una etapa en que niñas y niños aprenden como se realiza la expresión de las emociones en su contexto cultural es por ello por lo que contar con instrumentos validos confiables son un gran soporte para proponer estrategas de intervención que los puedan apoyar en la consolidación de aquellas que los apoyan de manera eficiente y dejar de utilizar las que no los apoyan a resolver las situaciones complejas que se les presentan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  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&#8217; 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 &amp; 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&lt;.05, GFI &gt; .95, CFI &gt; .90, RMSEA &lt;.08 and the index RMR &lt; .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&#8217;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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="es"><![CDATA[niñas]]></kwd>
<kwd lng="es"><![CDATA[validación]]></kwd>
<kwd lng="es"><![CDATA[análisis confirmatorio]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[intervención]]></kwd>
<kwd lng="es"><![CDATA[salud]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="en"><![CDATA[emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[boys]]></kwd>
<kwd lng="en"><![CDATA[girls]]></kwd>
<kwd lng="en"><![CDATA[validation]]></kwd>
<kwd lng="en"><![CDATA[confirmatory analysis]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[intervention]]></kwd>
<kwd lng="en"><![CDATA[health]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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