<?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>S2007-07052020000200122</article-id>
<article-id pub-id-type="doi">10.21640/ns.v12i25.2344</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Emociones y estrategias de afrontamiento cuando los estudiantes universitarios aprueban]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions and coping strategies when university students pass their exams]]></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[Muñoz-López]]></surname>
<given-names><![CDATA[Daniela Beatriz]]></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 Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guanajuato Departamento de Medicina y Nutrición ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Iberoamericana División de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>25</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-07052020000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-07052020000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-07052020000200122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Cuando los jóvenes ingresan a la universidad, desean alcanzar una serie de objetivos entre los cuales se encuentran: aprobar las asignaturas, obtener buenas calificaciones, graduarse, etc. Al ir cumpliendo cada una de estas metas, experimentan una serie de emociones, por ejemplo: alegría, gozo, satisfacción, felicidad, entre otras. Estas pueden llegar a tener una gran influencia en su desempeño académico, y con ello contribuir a que tengan una trayectoria escolar constante y regular. Así, contrastan con sus compañeros que no logran alcanzar las metas que se propusieron al ingresar a la educación superior, y que experimentan emociones como enojo, vergüenza, aburrimiento y desesperanza. Los objetivos de la investigación fueron comparar y correlacionar las emociones y estrategias de afrontamiento al considerar los diferentes grupos: hombres, mujeres, con reprobación y sin reprobación, cuando aprueban un examen que consideran difícil.  Método: Se utilizaron la &#8220;Escala de Emociones cuando apruebas&#8221; y la &#8220;Escala de Estrategias de Afrontamiento cuando repruebas&#8221;. Los participantes fueron 1,057 estudiantes universitarios; 49.3 % sin reprobación y 50.7 % con reprobación.  Resultados: Las mujeres reportaron intensidad en las emociones positivas, de compromiso, negativas, narcisistas y de relajamiento; en las estrategias de afrontamiento, reportaron medias más altas en las de orgullo y de perfeccionamiento. Por su lado, los hombres predominaron en emociones contradictorias y de recompensa. La correlación más alta en ambos grupos fue entre las emociones de compromiso y las estrategias de afrontamiento de perfeccionamiento, sobre todo en aquellos sin reprobación; otras correlaciones para este grupo fueron entre las estrategias de perfeccionamiento y las emociones positivas y de relajamiento. Para el segundo grupo, se apreciaron correlaciones entre estrategias de perfeccionamiento y emociones narcisistas.  Discusión: Presentar un examen que se considera difícil es una situación estresante para los estudiantes universitarios. Cuando reciben las evaluaciones y se enteran de que han aprobado, emociones positivas y de compromiso son las primeras en manifestarse ante el logro alcanzado. Sin embargo, también aparecen emociones negativas como tristeza, indiferencia, conformismo, etc., en contradicción ante un evento que es el resultado de un esfuerzo. Sentir emociones narcisistas como el placer y el orgullo cuando se ha aprobado un examen que se considera difícil pareciera más congruente; aunque es necesario que los estudiantes trasciendan esa etapa, ya que pueden correr el riesgo de cesar el esfuerzo que se ha venido realizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: When young people enter to the university, they want to achieve some of the following objectives: pass the subjects, have good grades, graduate, etc. To complete each of them they experiment some emotions, such as: felicity, joy, satisfaction, happiness, among others. These people could have a great influence on their academic performance, and with this contribute to have a constant and regular school trajectory. Contrary to their classmates who don´t obtain their goals who they propose when start to the superior education, who experiment emotions such as: anger, shame, boredom and hopeless. The objectives of this investigation were to compare and to examine the correlations between emotions and coping strategies to consider the differences in the groups: men, women, with failing subjects and approved subjects when they pass an exam that they consider harder.  Method: Were used The Scale of Emotions when pass and the Scale of Coping Strategies when fail. The participants were 1,057 college students; 49.3% without failed grades and 50.7% with failed grades.  Results: The women reported a positive intensity in the emotions of commitment, negatives, narcissist and relaxing; in the coping strategies they had reported the higher means in pride and perfection. However, the men had the means in the factors of contradictories and recompense. The highest correlation in both groups were between the emotions of commitment and strategies of perfection but were higher in those without failing grades; another correlation for this group were between the strategies of perfection and the positive and relaxing emotions. And for the second group, between strategies of perfection and narcissist emotions.  Discussion: To present an exam is considering a harder stressful situation for the college students, one time that they obtained the evaluations and knows that they passed, positives and commitment emotions are the first in manifest to the reached goal. However, also present negatives emotions such as sadness, indifference, conformism, and others. The contradictory in an event where is the result of the effort. Maybe look more congruent when fell narcissists emotions like, pleasure and pride when pass an exam; although is necessary that the students transcend this phase because, they can take the risk of stop the effort that they have been done.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[estrategias de afrontamiento]]></kwd>
<kwd lng="es"><![CDATA[universitarios]]></kwd>
<kwd lng="es"><![CDATA[aprobación]]></kwd>
<kwd lng="es"><![CDATA[reprobación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[éxito escolar]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[coping strategies]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[pass]]></kwd>
<kwd lng="en"><![CDATA[fail]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[school success]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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