Burnout y estrategias de regulación emocional parental: Un estudio en contexto de pandemia por Covid-19 en Chile / Burnout and parental emotional regulation strategies: A study in the context of the Covid-19 pandemic in Chile

Resumen El COVID-19 ha afectado la salud mental de la población pudiendo incrementar el riesgo de burnout parental (Griffith, 2020), definido como un síndrome resultante de la exposición duradera al estrés crónico de los padres en su rol de cuidadores (Mikolajczak et al. 2019). Este fenómeno puede tener graves implicancias en la crianza y el desarrollo normal de los niños, niñas y adolescentes, puesto que afecta múltiples áreas del funcionamiento de los padres, y lesiona el vínculo que mantienen con sus hijos (Mikolajczak et al, 2018). El objetivo de este estudio es comprender la relación entre las estrategias de regulación y el burnout parental en contexto de pandemia. La muestra se compuso de 693 participantes, recolectados mediante un muestreo no aleatorio que incluyó 133 padres y 560 madres mayores de 18 años que habitan actualmente en Chile, viviendo con al menos un hijo/a menor. Se utilizó el instrumento Parental Burnout Assessment (PBA) para evaluar el burnout parental, y comprender su relación con el impacto negativo percibido de la pandemia sobre las prácticas de crianza; el rol las estrategias de regulación emocional de supresión y reevaluación -medidas a través del Cuestionario de Regulación Emocional (ERQ)-; y el género. Los resultados arrojaron niveles más altos de burnout parental en las madres, quienes reportaron mayor impacto negativo de la crisis por COVID-19, usando más estrategias de supresión y menos de reevaluación. A partir de este estudio, se puede concluir que existe una interacción significativamente positiva entre la apreciación subjetiva que hacen los padres y madres de las consecuencias que la pandemia ha tenido sobre sus prácticas de crianza, y sus niveles de burnout parental.

Abstract: COVID-19 has affected the population's mental health, increasing the risk of parental burnout (Griffith, 2020), defined as a syndrome resulting from long-term exposure to chronic stress of parents in their role as caregivers (Mikolajczak et al. 2019). This phenomenon can have serious implications for the upbringing and normal development of children and adolescents, since it affects multiple areas of parental functioning, as well as damage the bond they maintain with their children (Mikolajczak et al, 2018). This study included 693 participants, collected through a non-random sample that included 133 fathers and 560 mothers over 18 years of age who currently live in Chile, living with at least one child. Linear regressions were performed to understand the relationship between parental burnout -measured using the Parental Burnout Assessment (PBA)- and the perceived negative impact of the pandemic on parenting practices; the role of emotional regulation strategies of suppression and reappraisal -measured through the Emotional Regulation Questionnaire (ERQ)-; and gender. Higher levels of parental burnout were found in mothers, who reported a greater negative impact of the COVID-19 crisis, using more suppression strategies and less reappraisal.

The impact of cognitive emotion regulation strategies on adolescents with unipolar depression and bipolar depression / 中华行为医学与脑科学杂志

Objective:To explore the impact of different dimensions of cognitive emotion regulation strategies on adolescents with unipolar depression and bipolar depression.Methods:From June 2019 to July 2021, a total of 216 adolescents with depressive disorder were selected, including 134 patients in unipolar depression group, 82 patients in bipolar depression group, and 111 normal controls were selected at the same time.Hamilton depression scale (HAMD), Hamilton anxiety scale (HAMA) and cognitive emotion regulation questionnaire (CERQ) were used to evaluate the emotional symptoms and cognitive emotion regulation strategies of all enrolled subjects. SPSS 23.0 was used for statistical analysis of the data. Kruskal-Wallis rank sum test and multiple Logistic regression analysis were used for statistical analysis.Results:There were significant differences in the dimensions of cognitive emotion regulation strategies and emotional symptoms among the three groups (all P<0.01). The scores of self-blame (14.00(12.00, 17.00), 13.50(12.00, 16.00), 12.00(11.00, 12.00)), rumination (15.00(12.00, 19.00), 14.00(12.00, 17.00), 12.00(10.00, 13.00)) and catastrophizing (13.00(11.00, 17.00), 12.00(9.00, 16.00), 8.00(6.00, 12.00)) in bipolar depression group and unipolar depression group were significantly higher than those in normal control group (all P<0.01). The score of blaming others (11.00(8.75, 13.25), 9.00(8.00, 12.00)) in bipolar depression group was significantly higher than that in normal control group ( P<0.01). The score of positive reappraisal (12.00(12.00, 15.00), 11.00(8.75, 13.00)) in normal control group was significantly higher than that in unipolar depression group ( P<0.01). The putting into perspective score(10.00(8.00, 12.00), 12.00(10.00, 13.25), 12.00(10.00, 13.00)) of normal control group was significantly lower than those of unipolar depression and bipolar depression group (both P<0.01). The scores of HAMD (25.00(22.00, 26.25), 23.00(18.00, 28.00), 3.00(0, 6.00)) and HAMA (17.00(14.00, 21.00), 20.00(16.00, 27.00), 1.00(0, 3.00)) both in unipolar depression group and bipolar depression group were significantly higher than that in normal control group (both P<0.01). Multivariate Logistic regression analysis showed that self-blame, rumination, and catastrophizing were risk factors for unipolar depression ( OR=1.19, 95% CI=1.05-1.35; OR=1.17, 95% CI= 1.06-1.30; OR=1.14, 95% CI=1.02-1.27) and bipolar depression( OR=1.30, 95% CI=1.14-1.50; OR=1.21, 95% CI=1.07-1.36; OR=1.13, 95% CI=1.01-1.28) compared to normal controls, while positive reappraisal were protective factors for unipolar depression ( OR=0.83, 95% CI=0.73-0.95) and bipolar depression ( OR=0.84, 95% CI=0.73-0.98). However, after controlling for HAMD, HAMA and gender, the effects of each dimension of cognitive emotion regulation strategies on unipolar depression and bipolar depression were no longer significant(both P>0.05). Conclusion:The negative cognitive emotion regulation strategies are correlated with the risk of disease in adolescents with unipolar and bipolar depression, and this effect is affected by the patients' own depression, anxiety and other factors.

Estratégias de regulação emocional maternas e de crianças: revisão da literatura / Mother's and children's strategies of emotional regulation: literature review

A regulação emocional é uma habilidade essencial para o bem-estar do indivíduo, sendo construída a partir da relação da criança com os seus cuidadores. O objetivo do presente estudo foi examinar características da produção acadêmica, entre 2008 e 2017, com foco na relação entre as estratégias maternas de regulação emocional e a regulação emocional em crianças. Para isso, foram realizadas buscas em três bases de dados, tendo sido selecionados, após utilizar os critérios de inclusão e exclusão definidos, 36 artigos. Algumas categorias foram concebidas para analisar os estudos. Verificou-se uma maior concentração de estudos em países norte-americanos e europeus, e em crianças de zero a três anos de idade. Conclui-se pela premência de estudos brasileiros sobre o tema, o que representaria um importante passo para a estruturação de programas de intervenção, endereçados a pais, professores e crianças, adequados à realidade cultural brasileira.

Emotional regulation is an essential skill for the well-being of the individual, being built from the child's relationship with their caregivers. The aim of this study was to examine characteristics of academic production, between 2008 and 2017, focusing on the relationship between maternal strategies of emotional regulation in children. Searches were conducted in three databases, and 36 articles were selected, after using the inclusion and exclusion criteria defined. Some categories were designed to analyze the studies. More studies were verified in North American and European countries, especially among children from zero to three years of age. In conclusion, the study showed an urgency of Brazilian investigations on the subject, which would represent an important step for the structuring of intervention programs, addressed to parents, teachers and children, appropriate to the Brazilian cultural reality.

Reações maternas às emoções negativas dos filhos e autorregulação emocional infantil / Maternal reactions to children's negative emotions and children's emotional self-regulation

O desenvolvimento da autorregulação emocional acontece na relação com cuidadores primários. Este estudo investigou as relações entre as reações maternas às emoções negativas dos filhos e a autorregulação emocional infantil. Participaram 33 mães e 30 filhos com idade entre seis e sete anos. As reações maternas às emoções negativas dos filhos foram avaliadas por uma escala (CCNES). A autorregulação emocional infantil foi avaliada por uma escala (ERC) e por uma entrevista respondida pelas crianças. O agrupamento de reações maternas não apoiadoras das expressões emocionais infantis correlacionou-se negativamente com a autorregulação infantil informada pela mãe e positivamente com as estratégias de fuga relatadas pela criança. Os achados apoiam a hipótese sobre relações bidirecionais entre as duas variáveis. Reações não apoiadoras estimulam na criança o uso de estratégias de fuga consistentes com o modelo materno, gerando um ciclo interativo em que mãe e criança reforçam reciprocamente a evitação do contato com emoções negativas e prejudicam o desenvolvimento da autorregulação emocional infantil.

The development of emotional self-regulation occurs in the relationship with primary caregivers. This study investigated relations between maternal reactions to children's negative emotions and children's emotional self-regulation. Thirty-three mothers of children aged 6 to 7 years old and thirty children participated in the study. Mothers' reactions to children's negative emotions were evaluated with a scale (CCNES). Children's emotional self-regulation was evaluated with a scale (ERC) and an interview answered by children. The grouping of unsupportive reactions to children's emotional expression was negatively correlated with children's emotional self-regulation informed by the mother and positively correlated with scape strategies reported by children. The findings support the hypothesis about bidirectional relations between the two variables. Unsupportive reactions stimulate the child to use scape strategies which are consistent with the maternal model, generating an interactive cycle in which mother and child mutually reinforce the avoidance of contact with negative emotions and impair the development of children's emotional self-regulation.

Advances in metabolic engineering of Saccharomyces cerevisiae for terpenoids biosynthesis / 生物工程学报

Terpenoids are a group of structurally diverse compounds with good biological activities and versatile functions such as anti-cancer and immunity-enhancing effects, and are widely used in food, healthcare and medical industries. Facilitated by the increasing understandings on the natural biosynthetic pathways of terpenoids in recent years, Saccharomyces cerevisiae has been engineered into high-yield strains for production of a variety of terpenoids, some of which have reached or become close to the level required by industrial production. In this connection, synthetic biology driven biotechnological production of terpenoids has become a promising alternative to chemical synthesis and traditional extraction approaches. This article summarizes the recent process in engineering S. cerevisiae for terpenoids biosynthesis, highlighting the effect of synthetic biology strategies by taking a couple of typical terpenoids as examples.

The mediating role of emotion regulation strategies in the relationship between family of origin violence and intimate partner violence

Abstract The effects of family of origin violence and intimate partner violence have been extensively documented; however, very few studies have examined the interaction with emotion regulation strategies. Thus, the objective of this research was to analyze whether different types of emotion regulation strategies, both adaptive and maladaptive, mediate the relationship between family of origin violence and intimate partner violence in the Mexican population. A total of 838 participants (45.9% men and 54.1% women) responded to instruments addressing family of origin violence, emotion regulation strategies, and intimate partner violence. The results revealed that both structural models were significant. For women, the model showed an adequate fit X 2 (11, N = 838) = 22.75, p = .288, GFI = .95, AGFI = .91, NFI = .98, CFI = .97, RMSEA = .05. Likewise, we found similar indexes for men X2 (11, N = 838) = 28.20, p = .348, GFI = .97, AGFI = .93, NFI = .97, CFI = .95, RMSEA = .04. Specifically, the direct effects of adaptive strategies on intimate partner violence were statistically significant. Meanwhile, the direct effects of family of origin violence on maladaptive emotion regulation strategies were significant, as were the direct effects of maladaptive strategies on intimate partner violence. In turn, the indirect effects of family of-origin violence were significantly related to intimate partner violence via maladaptive emotion regulation strategies. In addition, the results clearly showed that men reported higher levels of aggression against women. Finally, regarding the selection of emotion regulation strategies, while women employed more adaptive emotion regulation, men showed a more definite tendency to use maladaptive emotion regulation.

El rol de las funciones ejecutivas en las estrategias cognitivas de regulación emocional no adaptativas en niños / O papel das funções executivas nas estratégias cognitivas de regulação emocional não adaptivas em crianças / The role of executive functions in maladaptive cognitive emotion regulation strategies in children

El objetivo de este trabajo fue analizar la relación de las funciones ejecutivas con las estrategias cognitivas de regulación emocional no adaptativas (ECRE-NA) en niños, controlando el género y los síntomas de ansiedad y depresión; así como analizar el posible efecto moderador de estos factores en dicha relación. Fueron evaluados 95 niños de 9 a 12 años de edad. Los resultados mostraron que menores niveles de memoria de trabajo y de flexibilidad cognitiva predijeron mayor rumiación; y que una menor capacidad de flexibilidad cognitiva predijo mayor autoculpabilización. El género moderó - marginalmente - las relaciones de la memoria de trabajo y la flexibilidad cognitiva con la rumiación, en el sentido de que un menor desempeño en ambas funciones ejecutivas predijo la rumiación en mayor proporción entre las mujeres que entre los varones. Se espera que estos resultados contribuyan a la mejora del diseño de programas de intervención de promoción de la salud mental infantil.

O objetivo deste trabalho foi analisar a relação das funções executivas com as estratégias cognitivas de regulação emocional não adaptivas em crianças, controlando o gênero e os sintomas de ansiedade e depressão; bem como analisar o possível efeito moderador desses fatores. Um total de 95 crianças entre 9 e 12 anos foram avaliadas. Os resultados mostraram que níveis mais baixos de memória de trabalho e flexibilidade cognitiva predisseram maior ruminação; e que uma menor capacidade de flexibilidade cognitiva predisse maior autoculpabilização. O gênero influiu - marginalmente - nas relações de memória de trabalho e flexibilidade cognitiva com a ruminação, no sentido de que um desempenho inferior em ambas as funções executivas predisse ruminação em uma proporção maior entre as meninas que entre os meninos. Espera-se que estes resultados contribuam para a melhoria do desenho de programas de intervenção na promoção da saúde mental infantil.

The aim of this work was to analyze the relationship of executive functions with maladaptive cognitive emotion regulation strategies in children, controlling for gender and for symptoms of anxiety and depression; as well as analyzing the possible moderating effect of these factors. A total of 95 children between 9 and 12 years old were evaluated. The results showed that lower levels of working memory and cognitive flexibility predicted greater rumination; and that a lower capacity for cognitive flexibility predicted greater self-blaming. Gender moderated - marginally - the relationships of working memory and cognitive flexibility with rumination, in the sense that a lower performance in both executive functions predicted rumination in a higher proportion among girls than among boys. It is expected that these results will contribute to the improvement in the design of intervention programs for promotion of mental health in children.

Construcción y validación de una escala para medir estrategias usadas en el aprendizaje autorregulado en estudiantes de bachillerato / Construction and validation of a scale for assessing strategies used in self-regulated learning in high school students

Resumen Introducción: El Aprendizaje Autorregulado (AAR) contempla el uso de secuencias de procesamientos o actividades que facilitan la adquisición, procesamiento y uso de la información, mismas que se han vinculado fuertemente como predictores del desempeño académico (Dent & Koenka, 2016; Boruchovitch & Santos, 2015 p.20). Aunque se han desarrollado instrumentos para evaluar el AAR en educación superior, es necesario diseñar cuestionarios para estudiantes de bachillerato que abarquen estos predictores. Objetivo: Realizar análisis de parámetros de un banco de ítems, así como de confiabilidad y validez para construir la Escala de Estrategias de Autorregulación (EEAR) de Ortiz-Saavedra para estudiantes de bachillerato. Método: Estudio prospectivo y de validación psicométrica de un banco de ítems con una cohorte de 734 estudiantes de bachillerato de ambos sexos entre 15 y 19 años. Se realizó validación de contenido y psicométrica a través de Modelamiento por ecuaciones estructurales y la Teoría de la Respuesta al ítem, para integrar la EEAR. Resultados: Se validó la estructura factorial y propiedades psicométricas (índices de discriminación y localización) de la EEAR que aseguran la estabilidad y precisión de las mediciones para las dimensiones hipotetizadas (α= ,92; CFI=,98; IFI=,98.; RMSEA= ,048 e IC RMSEA= 0,0370,058). Conclusiones: Este estudio permitió validar el desarrollo teórico y las propiedades psicométricas de la Escala de Estrategias de autorregulación para estudiantes de bachillerato de la Cuidad de México. Además, permitió discutir aspectos teóricos, como la importancia de características personales y contextuales en las que el individuo desarrolla sus experiencias de aprendizaje, así como aspectos metodológicos en la evaluación del aprendizaje autorregulado, como la utilización de puntajes estandarizados, mismos que permiten identificar distintos niveles de autorregulación.

Abstract Introduction: Self-regulated Learning (SRL) consider the use of processing sequences or activities that facilItate the acquisition, processing and use of information, which have been strongly linked as predictors of academic performance (Dent & Koenka, 2016, Boruchovitch & Santos, 2015). Although several test have been developed to assess SRL in higher education, it is necessary to design questionnaires for high school students covering the predictors considered. Objective: Perform analysis of parameters of an item bank, as well as reliability and validity to build the Ortiz-Saavedra Self-regulation strategies scale (SRSS) for high school students. Method: Prospective study and psychometric validation of an item bank with a cohort of 734 high school students of both sexes between 15 and 19 years old. Content validation was performed, as well as psychometric validation through Structural Equation Modeling and Item Response Theory, to integrate the SRSS. Results: The factor structure and psychometric properties of the SRSS were validated to ensure the stability and precision of the measurements for the hypothesized dimensions (α= .92; CFI= .98; IFI= .98.; RMSEA= .048 e IC RMSEA= 0.0370.058). Conclusions: This study allowed to validate the theoretical development and psychometric properties of the Self-Regulation Strategies Scale for high school students of Mexico City. In addition, it allowed to discuss theoretical aspects, such as the importance of personal and contextual characteristics in which the individual develops his learning experiences; as well as methodological aspects in the evaluation of self-regulated learning, such as the use of standardized scores, which allow identifying different levels of self-regulation.

Intolerancia a la frustración y estrategias cognitivas de regulación emocional en la predicción de la agresividad / Frustration intolerance and cognitive strategies of emotional regulation in the prediction of aggressiveness

Resumen La conducta agresiva constituye un problema que afecta a los individuos y a la so ciedad. El Modelo de Agresión General integra un conjunto de variables que influyen en la pro babilidad de exhibir una conducta agresiva entre las cuales está la regulación emocional y la frustración. Esta investigación evalúa las relaciones entre la regulación emocional cognitiva y la intolerancia a la frustración. A 419 sujetos adultos se les administraron la Escala de Intoleran cia a la Frustración, la Escala de Regulación Emocional Cognitiva y el Cuestionario de Agresión. Se hallaron relaciones positivas en la mayoría de las estrategias desadaptativas cognitivas de regulación emocional y relaciones negativas entre la mayoría de las estrategias cognitivas adap tativas de regulación emocional con la conducta agresiva, y relaciones positivas entre todas las dimensiones de la intolerancia a la frustración y la conducta agresiva. El Análisis de Regresión Múltiple muestra que las variables que producen un cambio significativo en la agresividad son la catastrofización y culpar a otros, así como la intolerancia a la frustración referida a derechos. Mediante path análisis se verificó que estas tres variables mencionadas permiten explicar un 41% de la variabilidad en la agresividad.

Abstract Aggressive behavior is a problem that affects individuals and society. The General Aggression Model integrates a set of variables that influence the probability of exhibiting aggressive behavior, among which is emotional regulation and frustration. This research assesses the relationships between cognitive emotional regulation and frustration intolerance. A total of 419 adult subjects were administered the Frustration Intolerance Scale, the Cognitive Emotional Regulation Scale and the Aggression Questionnaire. Positive relationships were found in most of the maladaptive cognitive emotional regulation strategies and negative re lationships between most of the adaptive cognitive emotional regulation strategies with the aggressive behavior, and positive relationships between all the dimensions of the frustration intolerance and the aggressive behavior. The Multiple Regression Analysis shows that the vari ables that produce a significant change in aggressiveness are catastrophization and blaming others, as well as the frustration intolerance referring to rights. By means of path analysis, it was verified that these three variables can explain 41% of the variability in aggressiveness.

Cognitive Emotion Regulation Strategies in Post-Traumatic Stress Disorder / 우울ㆍ조울병

The purpose of this study was to investigate the specific cognitive emotion regulation strategies affecting the development and maintenance of post-traumatic stress symptoms by reviewing the related literature. A literature search was conducted using Google Scholar, PubMed, DBPia, and RISS for investigating the relationship between cognitive emotion regulation strategies and post-traumatic stress symptoms in people with post-traumatic stress disorder (PTSD) or in those who had experienced severe trauma. Catastrophizing and rumination were associated with more post-traumatic stress symptoms and higher psychological distress. On the other hand, positive reappraisal, refocus on planning, and acceptance were associated with fewer post-traumatic stress symptoms and lower psychological distress. We propose that catastrophizing and rumination contribute to both the development and maintenance of post-traumatic stress symptoms. Therefore, in the prevention and treatment of PTSD symptoms, catastrophizing and rumination need to be targeted and positive reappraisal needs to be increased.

The mediating effect of emotion regulation strategy between inappropriate parenting styles and self-injury in medical students / 中华行为医学与脑科学杂志

Objective To explore the relationships between inappropriate parenting styles,emotional regulation strategies and self-injury.Methods A total of 1 096 medical students anonymously completed adolescents self-harm scale,emotion regulation scale (ERS) and the rejection and over-protection subscales of parental bonding instrument (PBI).Results The scores of paternal rejection,maternal rejection,paternal over-protection,maternal over-protection,cognitive reappraisal,expression suppression and self-injury were (4.3±3.3),(3.9±3.0),(5.7±3.3),(6.1±3.5),(36.1±6.7),(25.7±7.4) and (1.0±2.9),respectively.The scores of self-injury were positively correlated with the scores of paternal rejection,maternal rejection,paternal over-protection,maternal over-protection and expression suppression (r =0.08-0.20,P＜ 0.01),meanwhile negatively correlated with the scores of cognitive reappraisal(r=-0.10,P＜0.01).Cognitive reappraisal mediated the relationship between parental rejection and self-injury,which accounted for 9.3％.Expression suppression mediated the relationship between parental rejection,parental over-protection and self-injury,which accounted for 14.5％ and 17.9％,respectively.Conclusion The emotion regulation strategy act as a mediator between the inappropriate parental styles and self-injury in medical students.In addition,different emotion regulation strategies (cognitive reappraisal and expression suppression) play different roles in such relationship.

Moderating effect of emotional regulation strategies between maladaptive perfectionism and suicidal risk in college students / 中国心理卫生杂志

Objective:To explore the moderating effect of emotional regulation strategies between maladaptive perfectionism and suicidal risk in college students.Methods:Totally 1084 college students[mean age(19 ± 1)years old] in Guangdong were surveyed with the maladaptive subscale of the Chinese version of Frost Multidimensional Perfectionism Scale(CFMPS,including concern over mistakes,parental criticism and doubts about actions),Emotion regulation Scale(ERS,including cognitive reappraisal and expressive suppression),and the Suicide Behaviors Questionnaire-Revised(SBQ-R).Results:The SBQ-R scores were positively correlated with the scores of expressive suppression,maladaptive perfectionism,concern over mistakes,parental criticism and doubts about actions(r =0.14 -0.28,Ps ＜0.01).SBQ-R scores were negatively correlated with the scores of cognitive reappraisal(r =-0.19,P ＜0.01).Maladaptive perfectionism positively predicated suicidal risk(β =0.39,P ＜ 0.001),cognitive reappraisal and the interaction between cognitive reappraisal and maladaptive perfectionism negatively predicated suicidal risk(β =-0.17,-0.14,Ps ＜0.001).Conclusion:It suggests that college students who have higher level of maladaptive perfectionism tend to have higher suicidal risk,and cognitive reappraisal may moderate the relationship between maladaptive perfectionism and suicidal risk.

Aprendizaje de habilidades de autorregulación en niños de 5 a 7 años / Self-regulation skills learning in children aged 5 to 7

La autorregulación es un componente de la metacognición que se relaciona con el aprendizaje eficaz. Esto puede ser especialmente relevante en entornos de desventaja social. Por ello, los objetivos de este trabajo son: (a) comprobar si la enseñanza de estrategias de autorregulación a niños pequeños con desventaja social, mejora sus habilidades de resolución de tareas; (b) evaluar la eficacia de un programa de enseñanza de estrategias de autorregulación, desde la perspectiva del profesorado. Se trabajó con una muestra de 43 sujetos con edades comprendidas entre 5 y 7 años. Los resultados indican que existen mejoras significativas, antes-después de la aplicación del programa, en habilidades: atencionales, de planificación manifiesta guiada y autónoma, de planificación encubierta y de autoevaluación en la resolución de problemas cognitivos y sociales. Paralelamente, el profesorado considera que el programa ha mejorado, en sus alumn os: los niveles atencionales y la generalización de las estrategias a otras actividades curriculares. En consecuencia, se considera, al programa de enseñanza en estrategias de autorregulación, una herramienta efectiva y motivadora para la docencia en entor nos de compensación educativa (niños pequeños en desventaja social).

Self-regulation is a component of metacognition that is related to effective learning. This may be especially relevant in social disadvantaged environments. The objectives of this work are: (a) To check whether the teaching of self-regulation strategies to young children with social disadvantage, improves their problem solving skills; (b) To evaluate the effectiveness of a self-regulation strategies teaching program from the teachers' perspective. For this purpose, a sample of 43 subjects aged between 5 and 7 was used. The results indicate that there are significant differences in skills involving attention, guided and autonomous state planning, covert planning and self-evaluation in cognitive and social problem-solving. Similarly, teachers consider that the program improved attention levels and generalization of strategies towards other curricular activities in their pupils. Consequently, the self-regulation strategies teaching program is considered as an effective and motivating tool for teaching in compensatory education environments (socially disadvantaged children).

The moderating effect of Cognitive Emotion Regulation Strategies on the relationship between neuroticism and depression in college students / 中华行为医学与脑科学杂志

Objective To examine the moderating effects of cognitive emotion regulation strategies on neuroticism and depression in college students.Methods Correlation and Hierarchical Regression Analysis were used to analyze the surveyed data collected from 824 college students.Results Among all the cognitive emotion regulation strategies,college students used the rational analysis most frequently (14.1 ± 2.57) and used the catastrophizing least frequently(7.74±2.76).After controlling the effects of depressive symptoms at T1,the standard regression coefficients of neuroticism to depression were significant (β=0.137,P＜0.001).The standard regression coefficients of positive refocusing to depression (β=-0.073,P＜0.05) and the standard regression coefficients of rumination and catastrophizing to depression were all significant(β=0.137,P＜0.001 ; β=0.143,P＜0.01).The interaction between neuroticism and catastrophizing were significant (β=0.0535,P＜0.05),whereas the interaction between neuroticism and blaming others were significant(β=-0.620,P＜0.01).Conclusion Catastrophizing positively moderates the effects of neuroticism on depression,while blaming others negatively moderates the effects of neuroticism on depression.

Relationship between aggression and emotion regulation strategies of college students / 中华行为医学与脑科学杂志

Objective To explore the prevalence of aggression and its influencing factors among college students and to provide bases for their mental health education.Methods 668 college students of two colleges were investigated with the Aggression Questionnaire(AQ),Symptom checklist 90 (SCL-90) and questionnaire of emotion regulation strategies of university students.Results 67.7％ college students had aggression,main expression of aggression was verbal aggression and hostility.Although the attack on total scores had no significant gender differences (2.59 ± 0.46,2.52 ± 0.49,P ＞ 0.05),but the boys' physical attacks (2.38 ± 0.62) were significantly higher than the girls' (2.02 ± 0.63,P ＜ 0.01),and the girls' anger(2.66 ± 0.77) were significantly higher than the boys' (2.52 ± 0.69,P＜ 0.01).There were significant differences in depression,hostility,horror and negative emotion regulation strategies(P＜ 0.05).The other groups had significant differences in anxiety except of verbal aggression (aggression:2.05 ± 0.85,1.26 ± 0.36 ; physical attacks:1.84 ± 0.79,1.51 ± 0.57 ; anger:1.84 ± 0.77,1.43 ± 0.53 ; hostility:l.87 ± 0.73,1.24 ± 0.33 ; P ＜ 0.001).There were significant differences of anger in positive emotion regulation strategies(3.31 ± 0.60 ;3.58 ± 0.69;P＜ 0.001).Regression analysis showed that negative emotion and emotion regulation strategies to a certain extent could predict happening of aggression(P ＞ 0.05).Conclusion Related measures should be taken to improve college students' positive emotion regulation strategies and reduce negative emotion regulation strategies in order to prevent aggression.

Physical-Verbal Aggression and Depression in Adolescents: The Role of Cognitive Emotion Regulation Strategies / Agresión físico-verbal y depresión en adolescentes: el papel de las estrategias cognitivas de regulación emocional

The present study examined the relationships between the use of cognitive emotion regulation strategies, physical-verbal aggression and depression in a sample of 248 adolescents. Specific emotion regulation strategies such as acceptance, rumination and catastrophizing explained significant variance in depression in adolescents. With respect to physical-verbal aggression, our results showed that the use of self-blame and rumination only predicted levels of aggression in boys but not girls. Regarding gender differences, girls tend to ruminate and to report more catastrophic thoughts than boys. Our findings suggest a profile of cognitive emotion regulation strategies related to physical-verbal aggression and depressive symptoms which might be taken into account in future socio-emotional learning programs for adolescents.

El presente estudio examinó la relación entre el uso de estrategias de regulación cognitivo-emocional, la agresividad físico-verbal y la depresión en una muestra de 248 adolescentes. Ciertas estrategias de regulación como aceptación, rumiación y catastrofismo explicaron varianza significativa de los niveles de depresión. Con respecto a la agresividad físico-verbal, los resultados indicaron que el uso de la autoculpa y la rumiación solo predecía la agresividad en los jóvenes pero no en las jóvenes quienes, comparativamente, mostraron mayor tendencia a rumiar y a informar más pensamientos catastrofistas. Los hallazgos sugieren un perfil en el uso de estrategias de regulación cognitivo-emocional que se relaciona con la agresividad físico-verbal y con los síntomas depresivos, el cual podría ser tomado en cuenta en futuros programas de aprendizaje socioemocional en adolescentes.

Regulação emocional: a construção de um instrumento e resultados iniciais / Emotional regulation: the construction of an instrument and preliminary results / Regulación emocional: construcción de un instrumento y resultados preliminares

Este estudo descreve os passos da construção de um instrumento qualitativo para investigar estratégias de regulação emocional de estudantes brasileiros e relata os resultados iniciais obtidos com a aplicação do instrumento. Participaram 54 alunos de 3ª e 4ª séries de uma escola pública de Campinas. O instrumento é composto por uma entrevista com 24 questões relativas a quatro emoções: tristeza, raiva, medo e alegria, e oito pranchas com figuras de crianças expressando cada emoção investigada. As respostas dos estudantes foram submetidas à análise de conteúdo. Um sistema de categorização foi desenvolvido para cada questão. A consistência do processo de codificação foi avaliada por dois juízes independentes, alcançando valores aceitáveis. Os resultados indicam que o engajamento em atividades prazerosas foi a estratégia mais mencionada para lidar com a tristeza, a raiva e o medo e para manter a alegria. Sugere-se que novos estudos sejam conduzidos com base no instrumento desenvolvido, tendo em vista contribuir para o seu refinamento.

This study is aimed at both describing the steps of construction of a qualitative instrument to investigate the emotional regulation strategies of Brazilian students, and reporting preliminary results. The sample was composed of 54 third and fourth grade basic education students of a public school in Campinas. The instrument consists of a 24 interview questions grouped into four emotions: sadness, anger, fear and happiness. It also includes eight boards with pictures of children expressing each of the emotions investigated. Students' answers to interview questions were studied through content analysis. A system of categories was developed for each question and the reliability of the coding procedures was evaluated by two independent raters. The percentage of agreement between them was acceptable. The results showed that engagement in pleasant activities was the most frequent strategy to deal with sadness, anger, fear and to keep happiness. Future studies employing this instrument should be carried out to better refine it.

Este estudio describe los pasos de la construcción de un instrumento cualitativo para investigar estrategias de regulación emocional de estudiantes brasileños y describe los resultados preliminares. Participaron 54 alumnos de 3ª e 4ª serie, de una escuela pública de Campinas. El instrumento es compuesto por una entrevista con 24 cuestiones relativas a cuatro emociones: tristeza, rabia, miedo y alegría y ocho tablas con figuras de niños expresando cada emoción investigada. Las respuestas de los estudiantes fueron sometidas al análisis de contenido. Un sistema de categorización fue desarrollado para cada cuestión. La consistencia del proceso de codificación fue evaluada por dos jueces independientes. La concordancia entre ellos fue buena. Los resultados indican que la implicación en actividades placenteras fue la más mencionada para lidiar con la tristeza, rabia y miedo y para mantener la alegría. Se sugiere que estudios futuros sean conducidos con base en el instrumento desarrollado, teniendo en cuenta contribuir para su refinamiento.