<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2022000100047</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2022.52.1.469</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción y autorreporte de los niveles de bienestar emocional en niñas y niños durante la pandemia por la Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Perception and Self-report of Children&#8217;s Levels of Emotional Wellbeing during the Covid-19 Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Armenta Hurtarte]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Pereyra]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Vega]]></surname>
<given-names><![CDATA[María del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puerto Díaz]]></surname>
<given-names><![CDATA[Oisleidys]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana Departamento de Educación ]]></institution>
<addr-line><![CDATA[Ciudad de México México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>52</volume>
<numero>1</numero>
<fpage>47</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2022000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2022000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2022000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El bienestar en la infancia ha permitido identificar el impacto que tiene en la adultez, así como en otros aspectos (Buitrago et al., 2019; Oros, 2014). En este sentido, es fundamental identificar al bienestar como una dimensión primordial del desarrollo de la infancia. Las investigaciones y análisis en esta área integran distintas perspectivas, y ponen interés en colectivos, contextos sociales y situaciones diversas, por lo que diagnosticar el bienestar a partir de lo que ocurre con sus condiciones de vida, tiene cada vez más importancia (Alfaro et al., 2015). Debido al cambio por la Covid-19, es necesario evaluar la percepción del bienestar en la infancia, con el objeto de identificar el nivel de bienestar que reportan niñas, niños y jóvenes durante el inicio del ciclo escolar a distancia en la Ciudad de México y el Estado de México durante el periodo de confinamiento por la Covid-19. Esta investigación se realizó con una muestra de 104 niñas y niños en un rango de edad de 3 a 15 años, quienes contestaron una escala de bienestar pertinente para sus edades. Los resultados indican que únicamente se muestran diferencias significativas entre niñas y niños en cuanto a sus experiencias emocionales positivas o negativas en mayores de 8 años.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Childhood well-being has made possible to identify the impact it has on adulthood, as well as in other aspects (Buitrago et al., 2019; Oros, 2014). In this sense, it is essential to identify well-being as a primary dimension of childhood development. Research and analysis in this area integrate different perspectives, putting interest in groups, social contexts and diverse situations. Therefore, diagnosing well-being based on what happens to their living conditions is increasingly important (Alfaro et al., 2015). Due to the change caused by Covid-19, it is necessary to evaluate the perception of well-being in childhood, with the objective of this study to identify the level of well-being reported by children and young people during the start of the distance school cycle in Mexico City and the State of Mexico during the period of confinement due to Covid-19. This research was carried out on a sample of 104 children with an age range of 3 to 15 years, who answered a relevant well-being scale according to their ages. The results indicate that there are significant differences between girls and boys in terms of their positive or negative emotional experiences only in those older than 8 years old.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[confinamiento]]></kwd>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
<kwd lng="es"><![CDATA[psicología educativa]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[lockdown]]></kwd>
<kwd lng="en"><![CDATA[wellness]]></kwd>
<kwd lng="en"><![CDATA[educational psychology]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
</kwd-group>
</article-meta>
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