Cognitive Emotional Regulation Questionnaire: a Factorial Validation Study in Spanish for Children (CERQ-k)
Authors
Perfil Google Scholar
PDF
FLIP
How to Cite
Lemos, V., Valega, M. ., & Serppe, M. . (2021). Cognitive Emotional Regulation Questionnaire: a Factorial Validation Study in Spanish for Children (CERQ-k). International Journal of Psychological Research, 14(2), 61–81. https://doi.org/10.21500/20112084.5234
More Citation Formats
License terms
▼
The work that is sent to this journal must be original, not published or sent to be published elsewhere; and if it is accepted for publication, authors will agree to transfer copyright to International Journal of Psychological Research.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
Background: The cognitive regulation of emotions is a fundamental variable in socio-affective functioning, being an essential skill in childhood due to its relationship with multiple areas of social functioning. Although there is a version that allows evaluating this construct (CERQ-k), translated and adapted for Argentine children, the structural model found does not fully coincide with the model proposed by the authors of the original version of CERQ. Objective: To test, through Confirmatory Factor Analysis (CFA), the model obtained in the adapted version and compare it with that of the original version of the instrument. Method: From a non-probabilistic sample, 761 children between the ages of 9 and 12, from the provinces of Entre Ríos and Córdoba, participated in the study. Descriptive analyzes of the items, CFA, and reliability analysis were carried out. Results: The CFA indicated an adequate fit in both models, although the second-order model proved to be more parsimonious and with satisfactory fit and error indices. Conclusion: The CERQ-k version adapted to Argentina, whose structure has been confirmed in this study, allows a valid and reliable measure of the construct to evaluate the cognitive regulation of emotion in children aged 9 to 12 years.
References
Abdi, S., Taban, S., & Ghaemian, A. (2012). Cognitive emotion regulation questionnaire: Validity and reliability of the Persian translation of the
CERQ (36-item). Procedia, Social and Behavioral Sciences, 32, 2–7. https://doi.org/10.1016/j.sbspro.2012.01.001.
Aldao, A. (2013). The Future of Emotion Regulation Research: Capturing Context. Perspectives on Psychological Science, 8 (2), 155–172. https://doi.org/10.1177/1745691612459518.
Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30 (2), 217–237. https://doi.org/10.1016/j.cpr.2009.11.004.
Anderson, C. A., Miller, R. S., Riger, A. L., Dill, J. C., & Sedikides, C. (1994). Behavioral and characterological styles as predictors of depression and loneliness: Review, renement, and test. Journal of Personality and Social Psychology, 66, 549–558. https://doi.org/10.1037/0022-3514.66.3.549.
Andrés, L., Rodríguez-Espínola, S., & Rodríguez-Cáceres, M. (2017). Estrategias cognitivas de regulación emocional y síntomas de depresión en estudiantes universitarios: diferencias por género y tipo de carrera. Resultados preliminares. [Cognitive emotionregulation strategiesanddepressivesymptoms in college students: differences by gender and type of career. Preliminary results]. Revista Akadèmeia, 16 (1), 113–130.
Andrés, M. L. (2016). Efecto mediador de las estrategias cognitivas de regulación emocional en la relación entre los rasgos de personalidad y la ansiedad, depresión y felicidad en niños de 9 a 12 años de edad. [Mediating effect of cognitive emotional regulation strategies on the relationship between personality traits and anxiety, depression and happiness in children aged 9 to 12 years]. [Tesis doctoral, Universidad Nacional de Mar del Plata, Buenos Aires, Argentina.]
Andrés, M. L., Canet, L., Castañeiras, C. E., & Richaud, M. C. (2016). Relaciones de la regulación emocional y la personalidad con la ansiedad y depresión en niños. [Relations of Emotion Regulation and Personality with Anxiety and Depression in Children]. Avances en Psicología Latinoamericana, 34 (1), 99–115. https://doi.org/10.12804/apl34.1.2016.07.
Andrés, M. L., Castañeiras, C. E., & Richaud, M. C. (2014a). Contribución de las estrategias cognitivas de regulación emocional en ansiedad, depresión y bienestar en niños de 10 años. Resultados preliminares. [Contribution of cognitive emotion regulation strategies in anxiety, depression, and well-being in 10-year-old children. Preliminary results]. Psiencia. Revista Latinoamericana de Ciencia Psicológica, 6 (2), 81–89. https://doi.org/10.5872/psiencia/6.2.24.
Andrés, M. L., Castañeiras, C. E., & Richaud, M. C. (2014b). Relaciones entre la personalidad y el bienestar emocional en niños. El rol de la regulación emocional. [Relations between personality and emotional wellbeing in children. The role of emotion regulation]. Cuadernos de Neuropsicología. Panamerican Journal of Neuropshychology, 8 (2), 217–241. https://doi.org/10.7714/cnps/8.2.205.
Andrés, M. L., & Zamora, E. (2018). Regulación de la Emoción: conceptos e intervenciones aplicables al contexto áulico. [Regulation of Emotion: concepts and interventions applicable to the classroom context]. In L. Canet Juric, M. L. Andrés, S. Vernucci (Comp.). Nuevos desafíos en la escuela: aportes de la Psicología Cognitiva y la Neurociencia [New challenges in school: contributions from Cognitive Psychology and Neuroscience] (pp. 24-33). Universidad Nacional de Mar del Plata.
Ato, M., López-García, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. Anales de Psicología/Annals of Psychology, 29 (3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511.
Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In G. R. Hancock, R. O. Mueller, & L. M. Stapleton (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93–114). Routledge.
Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International University Press. Compas, B. E., Jaser, S. S., Bettis, A. H.,Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143 (9), 939–991. https://doi.org/10.1037/bul0000110.
Del Valle, M., Betegón, E., & Irurtia, M. J. (2018). Efecto del uso de estrategias cognitivas de regulación emocional sobre la ansiedad en adolescentes españoles. [Effect of the use of cognitive emotional regulation strategies on anxiety levels in Spanish adolescents]. Revista Suma Psicológica, 25 (2), 153–161. http://dx.doi.org/10.14349/sumapsi.2018.v25.n2.7.
Domínguez Lara, S. A., & Medrano, L. A. (2016). Propiedades psicométricas del cuestionario de regulación cognitiva de las emociones (CERQ) en estudiantes universitarios de Lima [Psychometric properties of the cognitive emotional regulation questionnaire (CERQ) in college students from Lima]. Psychologia. Avances de la disciplina, 10 (1), 53–67. http://www.scielo.org.co/pdf/psych/v10n1/v10n1a06.pdf.
Domínguez-Sánchez, F. J., Lasa-Aristu, A., Amor, P. J., & Holgado-Tello, F. P. (2013). Psychometric properties of the Spanish version of the Cognitive Emotion Regulation Questionnaire. Assessment, 20 (2), 253–261. https://doi.org/10.1177/1073191110397274.
Eifert, G. H., & Heffner, M. (2003). The effects of acceptance versus control contexts on avoidance of panic-related symptoms. Journal of Behavior Therapy and Experimental Psychiatry, 34 (3–4), 293. https://doi.org/10.1016/j.jbtep.2003.11.001.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525. https://doi.org/10.1146/annurev.clinpsy.121208.131208.
Ellis, A. (1985). Expanding the ABSs of RET. En M. Mahoney & A. Freedman (comps.),Cognition and Psychotherapy. Plenum Press.
Feliu-Soler, A., Reche-Camba, E., Borràs, X., Pérez-Aranda, A., Andrés-Rodríguez, L., Peñarrubia-María, M. T., Navarro-Gill, M., García-Campayo, J., Bellón, J., & Luciano, J. V. (2017). Psychometric properties of the Cognitive Emotion Regulation Questionnaire (CERQ) in patients with fibromyalgia syndrome. Frontiers in Psychology, 2075. https://doi.org/10.3389/fpsyg.2017.02075.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality Individual Differences, 30, 1311–1327. https://doi.org/10.1016/S0191-8869(00)00113-6.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of Cognitive Emotion Regulation Questionnaire. DATEC.
Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M. M., & Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9-11 years old children. the development of an instrument. European Child and Adolescent Psychiatry, 6 (1), 1–9. https://doi.org/10.1007/s00787-006-0562-3.
Gómez, I., Penelo, E., & De la Osa, N. (2014). Estructura factorial e invariancia de la Escala de Dificultades en la Regulación Emocional (DERS) en adolescentes españoles [Factor structure and measurement invariance of the Difficulties Emotion Regulation Scale (DERS) in Spanish adolescents]. Psicothema, 26 (3), 401–408. https://doi.org/10.7334/psicothema2013.324.
Gómez Pérez, O. I., & Calleja Bello, N. (2017). Regulación emocional: Escalas de medición en español (revisión psicométrica) [Emotional regulation: measurement scales in Spanish (Psychometric review)]. Revista Iberoamericana de Psicología, 10 (2), 83–92. https://revistas.iberoamericana.edu.co/index.php/ripsicologia/article/view/1214.
González-Arratia-López-Fuentes, N. I., Domínguez-Espinosa, A. D. C., & Torres-Muñoz, M. A. (2019). Evaluación psicométrica de la Escala de Resiliencia para niños mexicanos (GA-RE14) [Psychometric Evaluation of the Resilience Scale for Mexican Children (GA-RE14)]. Evaluar, 19 (3), 1–19. https://revistas.unc.edu.ar/index.php/revaluar/article/view/26772.
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed.) (pp. 3-20). Guilford.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26 (1), 1–26. https://doi.org/10.1080/1047840X.2014.940781.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85 (2), 348. https://doi.org/10.1037/0022-3514.85.2.348.
Gross, J. J., Richards, J. M., & John, O. P. (2006). Emotion Regulation in Everyday Life. In D. K. Snyder, J. Simpson, & J. N. Hughes (Eds.),Emotion regulation in couples and families: Pathways to dysfunction and health(p. 13-35). American Psychological Association. https://doi.org/10.1037/11468-001.
Gullone, E., & Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): A Psychometric Evaluation. Psychological Assessment, 24 (2), 409–417. https://doi.org/10.1037/a0025777.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados (6ta ed.) [Multivariate data analysis]. Bookman.
Harvey, A. G., Watkins, E., & Mansell, W. (2004). Cognitive behavioural processes across psychological disorders: A transdiagnostic approach to research and treatment. Oxford University Press Inc.
Hayes, A. M., Beevers, C. G., Feldman, G. C., Laurenceau, J. P., & Perlman, C. (2005). Avoidance and processing as predictors of symptom change and positive growth in an integrative therapy for depression. International journal of behavioral medicine, 12 (2), 111. https://doi.org/10.1207/s15327558ijbm1202_9.
Hervás, G. (2011). Psicopatología de la regulación emocional: el papel de los déficits emocionales en los trastornos clínicos. [psychopathology of emotional regulation: the role of emotional deficits in clinical disorders]. Behavioral Psychology, 19 (2), 347–372. https://extension.uned.es/archivos_publicos/webex_actividades/5413/psicopatologiadelaregulacionemocionalelpapeldelosdeficitemocionales.pdf.
Hofmann, S. G., & Asmundson, G. J. (2008). Acceptance and mindfulness-based therapy: New wave or old hat? Clinical Psychology Review, 28 (1), 1–16. https://doi.org/10.1016/j.cpr.2007.09.003.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), 1–55. https://doi.org/10.1080/10705519909540118.
Jermann, F., Van der Linden, M., d’Acremont, M., & Zermatten, A. (2006). Cognitive emotion regulation questionnaire (CERQ). European Journal of Psychological Assessment, 22 (2), 126–131. https://doi.org/10.1027/1015-5759.22.2.126.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105 (11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630.
Jöreskog, K., & Sörborm, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. IL: Scientific Software International Inc.
Karekla, M., Forsyth, J. P., & Kelly, M. M. (2004). Emotional avoidance and panicogenic responding to a biological challenge procedure. Behavior Therapy, 35 (4), 725–746. https://doi.org/10.1016/S0005-7894(04)80017-0.
Kraaij, V., Garnefski, N., Jan de Wilde, E., Dijkstra, A., Gebhardt, W., Maes, S., & Doest, L. (2003). Negative Life Events and Depressive Symptoms in Late Adolescence: Bonding and Cognitive Coping as Vulnerability Factors? Journal of Youth and Adolescence, 32 (3), 185–193. https://doi.org/10.1023/A:1022543419747.
Kring, A. M., & Sloan, D. M. ( (2010). Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment. Guilford Press.
Lasa-Aristu, A., Delgado-Egido, B., Holgado-Tello, F. P., Amor, P. J., & Domínguez-Sánchez, F. J. (2019). Profiles of cognitive emotion regulation and their association with emotional traits. Clínica y Salud, 30, 33–39. https://doi.org/10.5093/clysa2019a6.
Lazarus, R. S. (1990). Theory-based stress measurement. Psychological Inquiry, 1, 3–13. https://doi.org/10.1207/s15327965pli0101_1.
Legerstee, J. S., Garnefski, N., Jellesma, F. C., Verhulst, F. C., & Utens, E. M. W. J. (2010). Cognitive coping and childhood anxiety disorders. European Child & Adolescent Psychiatry, 19 (2), 143–150. https://doi.org/10.1007/s00787-009-0051-6.
Lemos, V. (2005). Construcción y validación de una escala para evaluar la deseabilidad social infantil (EDESI) [Construction and validation of a scale to evaluate childish social desirability]. Interdisciplinaria, 22, 77–96. https://www.redalyc.org/pdf/180/18022104.pdf.
Lemos, V. (2006). La deseabilidad social en la evaluación de la personalidad infantil [Social desirability in the evaluation of childish personality]. Suma Psicológica, 13, 7–14. https://doi.org/10.14349/sumapsi2006.57.
Lemos, V. (2013). La operacionalización de constructos psicológicos en la infancia: dificultades y propuestas de superación [Considerations about the child assessment: Challenges and proposals]. Anuario de Psicología, 43 (2), 189–199.
Liu, W., Chen, L., & Blue, P. R. (2016). Chinese adaptation and psychometric properties of the child version of the cognitive emotion regulation questionnaire. PloS ONE, 11 (2), e0150206. https://doi.org/10.1371/journal.pone.0150206.
Lopes, P. N., Salovey, P., Côté, S., Beers, M., & Petty, R. E. (2005). Emotion Regulation Abilities and the Quality of Social Interaction. Emotion, 5 (1), 113–118. https://doi.org/10.1037/1528-3542.5.1.113.
Lumley, M. A., Smith, J. A., & Longo, D. J. (2002). The relationship of alexithymia to pain severity and impairment among patients with chronic myofascial pain: Comparisons with self-efficacy, catastrophizing, and depression. Journal of Psychosomatic Research, 53 (3), 823–830. https://doi.org/10.1016/S0022-3999(02)00337-9.
Marín, M., Robles, R., González Forteza, C., & Andrade, P. (2012). Propiedades psicométricas de la escala “Dificultades en la Regulación Emocional” en español (DERS-E) para adolescentes mexicanos [Psychometric properties of the scale "Difficulties in Emotional Regulation" in Spanish (DERS-E) for Mexican adolescents]. Salud Mental, 35 (6), 521–526. http://www.revistasaludmental.mx/index.php/salud_mental/article/view/1510/1508.
Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39 (7), 1249–1260. https://doi.org/10.1016/j.paid.2005.06.004.
McRae, K. (2016). Cognitive emotion regulation: A review of theory and scientific findings. Current Opinion in Behavioral Sciences, 10, 119–124. https://doi.org/10.1016/j.cobeha.2016.06.004.
Medrano, L., Moretti, L., Ortiz, A., & Pereno, G. (2013). Validación del Cuestionario de Regulación Emocional Cognitiva en Universitarios de Córdoba, Argentina [Validation of the Cognitive Emotion Regulation Questionnaire in university students of Córdoba, Argentina]. Psykhe, 22 (1), 83–96. http://dx.doi.org/10.7764/psykhe.22.1.473.
Melero, S., Orgilés, M., Espada, J. P., & Morales, A. (2021). How does depression facilitate psychological difficulties in children? The mediating role of cognitive emotion regulation strategies. Clin Psychol Psychother, 28 (2), 384–393. https://doi.org/10.1002/cpp.2516.
Mendoza, M. (2010). Validación de las escalas de manejo emocional de tristeza, enojo y preocupación en niños de 9 a 11 años. [Validation of the emotional management scales of sadness, anger and concern in children from 9 to 11 years old]. Tesis de licenciatura inédita. Facultad de Ciencias Sociales, Departamento de Psicología; Universidad de Chile, Santiago. https://www.cybertesis.uchile.cl/tesis/uchile/2010/csmendoza_m/pdfAmont/cs-mendoza_m.pdf.
Mihalca, A. M., & Tarnavska, Y. (2013). Cognitive emotion regulation strategies and social functioning in adolescents. Procedia-Social and Behavioral Sciences, 82, 574–579. https://doi.org/10.1016/j.sbspro.2013.06.312.
Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862. https://www.redalyc.org/articulo.oa?id=337/33770318.
Moreira, H., Vagos, P., Pereira, J., Fonseca, A., Canavarro, M. C., & Rijo, D. (2020). Psychometric properties of the Portuguese version of the cognitive emotion regulation questionnaire-kids version (CERQ-kids) among a sample of children and adolescents exposed to wildfires. Current Psychology. https://doi.org/10.1007/s12144-020-00778-1.
Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11 (4), 233–238. https://doi.org/10.1111/cdep.12238.
Morris, A. S., Cui, L., Criss, M. M., & Simmons, W. K. (2018). Emotion Regulation Dynamics During ParentChild Interactions. In P. Cole & T. Hollenstein (Eds.). Dynamics of emotion regulation: A matter of time (pp. 70-90). Routledge.
Muris, P., Roelofs, J., Meesters, C., & Boomsma, P. (2004). Rumination and worry in nonclinical adolescents. Cognitive Therapy and Research, 28 (4), 539–554. https://doi.org/10.1023/B:COTR.0000045563.66060.3e.
Muthén, B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of nonnormal likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171–189. https://doi.org/10.1111/j.2044-8317.1985.tb00832.x.
Navarro, J., Vara, M. D., Cebolla, A., & Baños, R. M. (2018). Validación psicométrica del cuestionario de regulación emocional (ERQ-CA) en población adolescente española [Psychometric validation of the emotional regulation questionnaire (ERQCA) in adolescent population]. Revista de Psicología Clínica con Niños y Adolescentes, 5 (1), 9–15. https://doi.org/10.21134/rpcna.2018.05.1.1.
Nolen-Hoeksema, S. (1991). Responses to depression and their effects on the duration of depressive episodes. Journal of Abnormal Psychology, 100 (4), 569–582. https://doi.org/10.1037/0021-843X.100.4.569.
Nolen-Hoeksema, S., & Watkins, E. R. (2011). A heuristic for developing transdiagnostic models of psychopathology: Explaining multifinality and divergent trajectories. Perspectives on Psychological Science, 6 (6), 589–609. https://doi.org/10.1177/1745691611419672.
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3 (5), 400–424. https://doi.org/10.1111/j.1745-6924.2008.00088.x.
Orgilés, M., Morales, A., Fernández-Martínez, I., Melero, S., & Espada, J. P. (2018). Validation of the short version of the Cognitive Emotion Regulation Questionnaire for Spanish children. Journal of Child Health Care, 23 (1), 87–101. https://doi.org/10.1177/1367493518777306.
Orgilés, M., Morales, A., Fernández-Martínez, I., Ortigosa-Quiles, J. M., & Espada, J. P. (2018). Spanish adaptation and psychometric properties of the child version of the Cognitive Emotion Regulation Questionnaire. PLoSONE, 13 (8), 1–12. https://doi.org/10.1371/journal.pone.0201656.
Ortiz, A. (2014). Elaboración y validación de una escala de estrategias de regulación emocional para niños (EREn) [Preparation and validation of a scale of emotional regulation strategies for children]. Tesis de licenciatura inédita. Universidad Nacional Autónoma de México. https://ru.dgb.unam.mx/handle/DGB_UNAM/TES01000714410.
Payás, A. (2008). Funciones psicológicas y tratamiento de las rumiaciones obsesivas en el duelo [Psychological functions and the treatment of obsessive recurrent thoughts in mourning]. Revista de la Asociación Española de Neuropsiquiatría, 28 (2), 309–325. http://scielo.isciii.es/pdf/neuropsiq/v28n2/v28n2a05.pdf.
Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: Aclusterrandomizedcontrolled trial of a mindfulness group program. Mindfulness, 5 (5), 477–486. https://doi.org/10.1007/s12671-013-0202-1.
Rawana, J. S., Flett, G. L., McPhie, M. L., Nguyen, H. T., & Norwood, S. J. (2014). Developmental trends in emotion regulation: A systematic review with implications for community mental health. Canadian Journal of Community Mental Health, 33 (1), 31–44. https://doi.org/10.7870/cjcmh-2014-004.
Ray, R. D., McRae, K., Ochsner, K. N., & Gross, J. J. (2010). Cognitive reappraisal of negative affect: converging evidence from EMG and self-report. Emotion, 10 (4), 587. https://doi.org/10.1037/a0019015.
Rey, L., & Extremera, N. (2011). Physical-Verbal Aggression and Depression in Adolescents: The Role of Cognitive Emotion Regulation Strategies. Universitas Psychologica, 11 (4), 1245–1254. http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/1245.
Reyes Pérez, V. (2021). La regulación emocional cognitiva y la ansiedad en niñas y niños mexicanos. [Cognitive emotional regulation and anxiety in Mexican boys and girls]. [Paper presentation] INTERPSIQUIS 2021, XXII Congreso Virtual Internacional de Psiquiatría, Psicología y Salud Mental, Spain.
Rice, F., Davidovich, S., & Dunsmuir, S. (2017). Emotion Regulation and Depression: Maintaining Equilibrium between Positive and Negative Affect. In C. Essau, S. Leblanc, & T. H. Ollendick (Eds.), Emotion Regulation and Psychopathology in Children and Adolescents (pp. 171-195). Oxford University Press.
Rodríguez-Menchón, M., Orgilés, M., Fernández-Martínez, I., Espada, J., & Morales, A. (2021). Rumination, Catastrophizing, and Other-Blame: The Cognitive-Emotional Regulation Strategies Involved in Anxiety-Related Life Interference in Anxious Children. Child Psychiatry & Human Development, 52, 63–76. https://doi.org/10.1007/s10578-020-00988-5.
Romero Godínez, E., Gómez Maqueo, E. L., Durán Patiño, C., & Ruiz Badillo, A. (2017). Afrontamiento y algunos problemas internalizados y externalizados en niños. [Internalizing and externalizing problems in children in relation to coping]. Acta de Investigación Psicológica, 7 (3), 2757–2765. https://doi.org/10.1016/j.aipprr.2017.11.005.
Rood, L., Roelofs, J., Bögels, S. M., Nolen-Hoeksema, S., & Schouten, E. (2009). The influence of emotion-focused rumination and distraction on depressive symptoms in non-clinical youth: a meta-analytic review. Clinical Psychology Review, 29 (7), 607–616. https://doi.org/10.1016/j.cpr.2009.07.001.
Rosenstiel, A. K., & Keefe, F. J. (1983). The use of coping strategies in chronic low back pain patients: Relationship to patient characteristics and current adjustment. Pain, 17 (1), 33–44. https://doi.org/10.1016/0304-3959(83)90125-2.
Schäfer, J. Ö., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2017). Emotion regulation strategies in depressive and anxiety symptoms in youth: a meta-analytic review. Journal of Youth and Adolescence, 46 (2), 261–276. https://doi.org/10.1007/s10964-016-0585-0.
Servera, M., & Cardo, E. (2006). Children Sustained Attention Task (CSAT): Normative, reliability, and validity data. International Journal of Clinical and Health Psychology, 6 (3), 697–707. https://www.redalyc.org/articulo.oa?id=337/33760311.
Sheppes, G., Suri, G., & Gross, J. J. (2015). Emotion Regulation and Psychopathology. Annual Review of Clinical Psychology, 11, 379–405.
Silva, J. (2005). Regulación emocional y psicopatología: el modelo de vulnerabilidad /resiliencia. [Emotion Regulation and Psychopathology: the Vulnerability/ Resilience Approach]. Revista Chilena Neuro-Psiquiat, 43 (3), 201–209.http://dx.doi.org/10.4067/S0717-92272005000300004.
Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen, & J. Scott Long (Eds.),Testing Structural Equation Models(pp. 10-39). SAGE publications. Tennen, H., & Affleck, G. (1990). Blaming others for threatening events. Psychological Bulletin, 108, 209–232. https://doi.org/10.1037/0033-2909.108.2.209.
Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3, 269–307. https://doi.org/10.1007/BF01319934.
Tuna, E., & Bozo, O. (2012). The Cognitive Emotion Regulation Questionnaire: Factor structure and psychometric properties of the Turkish version. Journal of Psychopathology and Behavioral Assessment, 34 (4), 564–570. https://doi.org/10.1007/s10862-012-9303-8.
Valega, M. (2012). Validación del cuestionario de regulación emocional cognitiva en niños de la ciudad de Paraná [Validation of the cognitive emotional regulation questionnaire in children from the city of Paraná].[Tesis de grado, Universidad Adventista del Plata, Entre Ríos, Argentina].
Valega, M., & Lemos, V. (2013). Validación del cuestionarioderegulaciónemocional cognitiva(CERQK) [Validation of the cognitive emotional regulation questionnaire]. XXXIV Congreso Interamericano de Psicología (p. 248). Sociedad Interamericana de Psicología.
Van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children withADHDand mindful parenting for their parents. Journal of child and family studies, 21 (1), 139–147. https://doi.org/10.1007/s10826-011-9457-0.
Vandenbosch, M. B. (1996). Confirmatory compositional approaches to the development of product spaces. European Journal of Marketing, 30 (3), 23–46. https://doi.org/10.1108/03090569610107418.
Verstraeten, K., Bijttebier, P., Vasey, M. W., & Raes, F. (2011). Specificity of worry and rumination in the development of anxiety and depressive symptoms in children. British Journal of Clinical Psychology, 50 (4), 364–378. https://doi.org/10.1348/014466510X532715.
Wolgast, M., & Lundh, L. G. (2017). Is Distraction an Adaptive or Maladaptive Strategy for Emotion Regulation? A Person-Oriented Approach. J. Psychopathol Behav Assess, 39, 117–127. https://doi.org/10.1007/s10862-016-9570-x.
Zeman, J., Cassano, M., Suveg, C., & Shipman, K. (2010). Initial validation of the children’s worry management scale. Journal of Childhood and Family Studies, 19 (4), 381–392. https://doi.org/10.1007/s10826-009-9308-4.
Zeman, J., Shipman, K., & Penza Clyve, S. (2001). Development and initial validation of the children’s sadness management scale. Journal of Nonverbal Behavior, 25 (3), 187–205. https://doi.org/10.1023/A:1010623226626.
Zhu, X., Auerbach, R., Yao, S., Abela, J., Xiao, J., & Tong, X. (2008). Psychometric properties of the Cognitive Emotion Regulation Questionnaire: Chinese version. Cognition and Emotion, 22 (2), 288–307. https://doi.org/10.1080/02699930701369035.
CERQ (36-item). Procedia, Social and Behavioral Sciences, 32, 2–7. https://doi.org/10.1016/j.sbspro.2012.01.001.
Aldao, A. (2013). The Future of Emotion Regulation Research: Capturing Context. Perspectives on Psychological Science, 8 (2), 155–172. https://doi.org/10.1177/1745691612459518.
Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30 (2), 217–237. https://doi.org/10.1016/j.cpr.2009.11.004.
Anderson, C. A., Miller, R. S., Riger, A. L., Dill, J. C., & Sedikides, C. (1994). Behavioral and characterological styles as predictors of depression and loneliness: Review, renement, and test. Journal of Personality and Social Psychology, 66, 549–558. https://doi.org/10.1037/0022-3514.66.3.549.
Andrés, L., Rodríguez-Espínola, S., & Rodríguez-Cáceres, M. (2017). Estrategias cognitivas de regulación emocional y síntomas de depresión en estudiantes universitarios: diferencias por género y tipo de carrera. Resultados preliminares. [Cognitive emotionregulation strategiesanddepressivesymptoms in college students: differences by gender and type of career. Preliminary results]. Revista Akadèmeia, 16 (1), 113–130.
Andrés, M. L. (2016). Efecto mediador de las estrategias cognitivas de regulación emocional en la relación entre los rasgos de personalidad y la ansiedad, depresión y felicidad en niños de 9 a 12 años de edad. [Mediating effect of cognitive emotional regulation strategies on the relationship between personality traits and anxiety, depression and happiness in children aged 9 to 12 years]. [Tesis doctoral, Universidad Nacional de Mar del Plata, Buenos Aires, Argentina.]
Andrés, M. L., Canet, L., Castañeiras, C. E., & Richaud, M. C. (2016). Relaciones de la regulación emocional y la personalidad con la ansiedad y depresión en niños. [Relations of Emotion Regulation and Personality with Anxiety and Depression in Children]. Avances en Psicología Latinoamericana, 34 (1), 99–115. https://doi.org/10.12804/apl34.1.2016.07.
Andrés, M. L., Castañeiras, C. E., & Richaud, M. C. (2014a). Contribución de las estrategias cognitivas de regulación emocional en ansiedad, depresión y bienestar en niños de 10 años. Resultados preliminares. [Contribution of cognitive emotion regulation strategies in anxiety, depression, and well-being in 10-year-old children. Preliminary results]. Psiencia. Revista Latinoamericana de Ciencia Psicológica, 6 (2), 81–89. https://doi.org/10.5872/psiencia/6.2.24.
Andrés, M. L., Castañeiras, C. E., & Richaud, M. C. (2014b). Relaciones entre la personalidad y el bienestar emocional en niños. El rol de la regulación emocional. [Relations between personality and emotional wellbeing in children. The role of emotion regulation]. Cuadernos de Neuropsicología. Panamerican Journal of Neuropshychology, 8 (2), 217–241. https://doi.org/10.7714/cnps/8.2.205.
Andrés, M. L., & Zamora, E. (2018). Regulación de la Emoción: conceptos e intervenciones aplicables al contexto áulico. [Regulation of Emotion: concepts and interventions applicable to the classroom context]. In L. Canet Juric, M. L. Andrés, S. Vernucci (Comp.). Nuevos desafíos en la escuela: aportes de la Psicología Cognitiva y la Neurociencia [New challenges in school: contributions from Cognitive Psychology and Neuroscience] (pp. 24-33). Universidad Nacional de Mar del Plata.
Ato, M., López-García, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. Anales de Psicología/Annals of Psychology, 29 (3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511.
Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In G. R. Hancock, R. O. Mueller, & L. M. Stapleton (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93–114). Routledge.
Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International University Press. Compas, B. E., Jaser, S. S., Bettis, A. H.,Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143 (9), 939–991. https://doi.org/10.1037/bul0000110.
Del Valle, M., Betegón, E., & Irurtia, M. J. (2018). Efecto del uso de estrategias cognitivas de regulación emocional sobre la ansiedad en adolescentes españoles. [Effect of the use of cognitive emotional regulation strategies on anxiety levels in Spanish adolescents]. Revista Suma Psicológica, 25 (2), 153–161. http://dx.doi.org/10.14349/sumapsi.2018.v25.n2.7.
Domínguez Lara, S. A., & Medrano, L. A. (2016). Propiedades psicométricas del cuestionario de regulación cognitiva de las emociones (CERQ) en estudiantes universitarios de Lima [Psychometric properties of the cognitive emotional regulation questionnaire (CERQ) in college students from Lima]. Psychologia. Avances de la disciplina, 10 (1), 53–67. http://www.scielo.org.co/pdf/psych/v10n1/v10n1a06.pdf.
Domínguez-Sánchez, F. J., Lasa-Aristu, A., Amor, P. J., & Holgado-Tello, F. P. (2013). Psychometric properties of the Spanish version of the Cognitive Emotion Regulation Questionnaire. Assessment, 20 (2), 253–261. https://doi.org/10.1177/1073191110397274.
Eifert, G. H., & Heffner, M. (2003). The effects of acceptance versus control contexts on avoidance of panic-related symptoms. Journal of Behavior Therapy and Experimental Psychiatry, 34 (3–4), 293. https://doi.org/10.1016/j.jbtep.2003.11.001.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525. https://doi.org/10.1146/annurev.clinpsy.121208.131208.
Ellis, A. (1985). Expanding the ABSs of RET. En M. Mahoney & A. Freedman (comps.),Cognition and Psychotherapy. Plenum Press.
Feliu-Soler, A., Reche-Camba, E., Borràs, X., Pérez-Aranda, A., Andrés-Rodríguez, L., Peñarrubia-María, M. T., Navarro-Gill, M., García-Campayo, J., Bellón, J., & Luciano, J. V. (2017). Psychometric properties of the Cognitive Emotion Regulation Questionnaire (CERQ) in patients with fibromyalgia syndrome. Frontiers in Psychology, 2075. https://doi.org/10.3389/fpsyg.2017.02075.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality Individual Differences, 30, 1311–1327. https://doi.org/10.1016/S0191-8869(00)00113-6.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2002). Manual for the use of Cognitive Emotion Regulation Questionnaire. DATEC.
Garnefski, N., Rieffe, C., Jellesma, F., Terwogt, M. M., & Kraaij, V. (2007). Cognitive emotion regulation strategies and emotional problems in 9-11 years old children. the development of an instrument. European Child and Adolescent Psychiatry, 6 (1), 1–9. https://doi.org/10.1007/s00787-006-0562-3.
Gómez, I., Penelo, E., & De la Osa, N. (2014). Estructura factorial e invariancia de la Escala de Dificultades en la Regulación Emocional (DERS) en adolescentes españoles [Factor structure and measurement invariance of the Difficulties Emotion Regulation Scale (DERS) in Spanish adolescents]. Psicothema, 26 (3), 401–408. https://doi.org/10.7334/psicothema2013.324.
Gómez Pérez, O. I., & Calleja Bello, N. (2017). Regulación emocional: Escalas de medición en español (revisión psicométrica) [Emotional regulation: measurement scales in Spanish (Psychometric review)]. Revista Iberoamericana de Psicología, 10 (2), 83–92. https://revistas.iberoamericana.edu.co/index.php/ripsicologia/article/view/1214.
González-Arratia-López-Fuentes, N. I., Domínguez-Espinosa, A. D. C., & Torres-Muñoz, M. A. (2019). Evaluación psicométrica de la Escala de Resiliencia para niños mexicanos (GA-RE14) [Psychometric Evaluation of the Resilience Scale for Mexican Children (GA-RE14)]. Evaluar, 19 (3), 1–19. https://revistas.unc.edu.ar/index.php/revaluar/article/view/26772.
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed.) (pp. 3-20). Guilford.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26 (1), 1–26. https://doi.org/10.1080/1047840X.2014.940781.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85 (2), 348. https://doi.org/10.1037/0022-3514.85.2.348.
Gross, J. J., Richards, J. M., & John, O. P. (2006). Emotion Regulation in Everyday Life. In D. K. Snyder, J. Simpson, & J. N. Hughes (Eds.),Emotion regulation in couples and families: Pathways to dysfunction and health(p. 13-35). American Psychological Association. https://doi.org/10.1037/11468-001.
Gullone, E., & Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): A Psychometric Evaluation. Psychological Assessment, 24 (2), 409–417. https://doi.org/10.1037/a0025777.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados (6ta ed.) [Multivariate data analysis]. Bookman.
Harvey, A. G., Watkins, E., & Mansell, W. (2004). Cognitive behavioural processes across psychological disorders: A transdiagnostic approach to research and treatment. Oxford University Press Inc.
Hayes, A. M., Beevers, C. G., Feldman, G. C., Laurenceau, J. P., & Perlman, C. (2005). Avoidance and processing as predictors of symptom change and positive growth in an integrative therapy for depression. International journal of behavioral medicine, 12 (2), 111. https://doi.org/10.1207/s15327558ijbm1202_9.
Hervás, G. (2011). Psicopatología de la regulación emocional: el papel de los déficits emocionales en los trastornos clínicos. [psychopathology of emotional regulation: the role of emotional deficits in clinical disorders]. Behavioral Psychology, 19 (2), 347–372. https://extension.uned.es/archivos_publicos/webex_actividades/5413/psicopatologiadelaregulacionemocionalelpapeldelosdeficitemocionales.pdf.
Hofmann, S. G., & Asmundson, G. J. (2008). Acceptance and mindfulness-based therapy: New wave or old hat? Clinical Psychology Review, 28 (1), 1–16. https://doi.org/10.1016/j.cpr.2007.09.003.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6 (1), 1–55. https://doi.org/10.1080/10705519909540118.
Jermann, F., Van der Linden, M., d’Acremont, M., & Zermatten, A. (2006). Cognitive emotion regulation questionnaire (CERQ). European Journal of Psychological Assessment, 22 (2), 126–131. https://doi.org/10.1027/1015-5759.22.2.126.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105 (11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630.
Jöreskog, K., & Sörborm, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. IL: Scientific Software International Inc.
Karekla, M., Forsyth, J. P., & Kelly, M. M. (2004). Emotional avoidance and panicogenic responding to a biological challenge procedure. Behavior Therapy, 35 (4), 725–746. https://doi.org/10.1016/S0005-7894(04)80017-0.
Kraaij, V., Garnefski, N., Jan de Wilde, E., Dijkstra, A., Gebhardt, W., Maes, S., & Doest, L. (2003). Negative Life Events and Depressive Symptoms in Late Adolescence: Bonding and Cognitive Coping as Vulnerability Factors? Journal of Youth and Adolescence, 32 (3), 185–193. https://doi.org/10.1023/A:1022543419747.
Kring, A. M., & Sloan, D. M. ( (2010). Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment. Guilford Press.
Lasa-Aristu, A., Delgado-Egido, B., Holgado-Tello, F. P., Amor, P. J., & Domínguez-Sánchez, F. J. (2019). Profiles of cognitive emotion regulation and their association with emotional traits. Clínica y Salud, 30, 33–39. https://doi.org/10.5093/clysa2019a6.
Lazarus, R. S. (1990). Theory-based stress measurement. Psychological Inquiry, 1, 3–13. https://doi.org/10.1207/s15327965pli0101_1.
Legerstee, J. S., Garnefski, N., Jellesma, F. C., Verhulst, F. C., & Utens, E. M. W. J. (2010). Cognitive coping and childhood anxiety disorders. European Child & Adolescent Psychiatry, 19 (2), 143–150. https://doi.org/10.1007/s00787-009-0051-6.
Lemos, V. (2005). Construcción y validación de una escala para evaluar la deseabilidad social infantil (EDESI) [Construction and validation of a scale to evaluate childish social desirability]. Interdisciplinaria, 22, 77–96. https://www.redalyc.org/pdf/180/18022104.pdf.
Lemos, V. (2006). La deseabilidad social en la evaluación de la personalidad infantil [Social desirability in the evaluation of childish personality]. Suma Psicológica, 13, 7–14. https://doi.org/10.14349/sumapsi2006.57.
Lemos, V. (2013). La operacionalización de constructos psicológicos en la infancia: dificultades y propuestas de superación [Considerations about the child assessment: Challenges and proposals]. Anuario de Psicología, 43 (2), 189–199.
Liu, W., Chen, L., & Blue, P. R. (2016). Chinese adaptation and psychometric properties of the child version of the cognitive emotion regulation questionnaire. PloS ONE, 11 (2), e0150206. https://doi.org/10.1371/journal.pone.0150206.
Lopes, P. N., Salovey, P., Côté, S., Beers, M., & Petty, R. E. (2005). Emotion Regulation Abilities and the Quality of Social Interaction. Emotion, 5 (1), 113–118. https://doi.org/10.1037/1528-3542.5.1.113.
Lumley, M. A., Smith, J. A., & Longo, D. J. (2002). The relationship of alexithymia to pain severity and impairment among patients with chronic myofascial pain: Comparisons with self-efficacy, catastrophizing, and depression. Journal of Psychosomatic Research, 53 (3), 823–830. https://doi.org/10.1016/S0022-3999(02)00337-9.
Marín, M., Robles, R., González Forteza, C., & Andrade, P. (2012). Propiedades psicométricas de la escala “Dificultades en la Regulación Emocional” en español (DERS-E) para adolescentes mexicanos [Psychometric properties of the scale "Difficulties in Emotional Regulation" in Spanish (DERS-E) for Mexican adolescents]. Salud Mental, 35 (6), 521–526. http://www.revistasaludmental.mx/index.php/salud_mental/article/view/1510/1508.
Martin, R. C., & Dahlen, E. R. (2005). Cognitive emotion regulation in the prediction of depression, anxiety, stress, and anger. Personality and Individual Differences, 39 (7), 1249–1260. https://doi.org/10.1016/j.paid.2005.06.004.
McRae, K. (2016). Cognitive emotion regulation: A review of theory and scientific findings. Current Opinion in Behavioral Sciences, 10, 119–124. https://doi.org/10.1016/j.cobeha.2016.06.004.
Medrano, L., Moretti, L., Ortiz, A., & Pereno, G. (2013). Validación del Cuestionario de Regulación Emocional Cognitiva en Universitarios de Córdoba, Argentina [Validation of the Cognitive Emotion Regulation Questionnaire in university students of Córdoba, Argentina]. Psykhe, 22 (1), 83–96. http://dx.doi.org/10.7764/psykhe.22.1.473.
Melero, S., Orgilés, M., Espada, J. P., & Morales, A. (2021). How does depression facilitate psychological difficulties in children? The mediating role of cognitive emotion regulation strategies. Clin Psychol Psychother, 28 (2), 384–393. https://doi.org/10.1002/cpp.2516.
Mendoza, M. (2010). Validación de las escalas de manejo emocional de tristeza, enojo y preocupación en niños de 9 a 11 años. [Validation of the emotional management scales of sadness, anger and concern in children from 9 to 11 years old]. Tesis de licenciatura inédita. Facultad de Ciencias Sociales, Departamento de Psicología; Universidad de Chile, Santiago. https://www.cybertesis.uchile.cl/tesis/uchile/2010/csmendoza_m/pdfAmont/cs-mendoza_m.pdf.
Mihalca, A. M., & Tarnavska, Y. (2013). Cognitive emotion regulation strategies and social functioning in adolescents. Procedia-Social and Behavioral Sciences, 82, 574–579. https://doi.org/10.1016/j.sbspro.2013.06.312.
Montero, I., & León, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847–862. https://www.redalyc.org/articulo.oa?id=337/33770318.
Moreira, H., Vagos, P., Pereira, J., Fonseca, A., Canavarro, M. C., & Rijo, D. (2020). Psychometric properties of the Portuguese version of the cognitive emotion regulation questionnaire-kids version (CERQ-kids) among a sample of children and adolescents exposed to wildfires. Current Psychology. https://doi.org/10.1007/s12144-020-00778-1.
Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11 (4), 233–238. https://doi.org/10.1111/cdep.12238.
Morris, A. S., Cui, L., Criss, M. M., & Simmons, W. K. (2018). Emotion Regulation Dynamics During ParentChild Interactions. In P. Cole & T. Hollenstein (Eds.). Dynamics of emotion regulation: A matter of time (pp. 70-90). Routledge.
Muris, P., Roelofs, J., Meesters, C., & Boomsma, P. (2004). Rumination and worry in nonclinical adolescents. Cognitive Therapy and Research, 28 (4), 539–554. https://doi.org/10.1023/B:COTR.0000045563.66060.3e.
Muthén, B., & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of nonnormal likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171–189. https://doi.org/10.1111/j.2044-8317.1985.tb00832.x.
Navarro, J., Vara, M. D., Cebolla, A., & Baños, R. M. (2018). Validación psicométrica del cuestionario de regulación emocional (ERQ-CA) en población adolescente española [Psychometric validation of the emotional regulation questionnaire (ERQCA) in adolescent population]. Revista de Psicología Clínica con Niños y Adolescentes, 5 (1), 9–15. https://doi.org/10.21134/rpcna.2018.05.1.1.
Nolen-Hoeksema, S. (1991). Responses to depression and their effects on the duration of depressive episodes. Journal of Abnormal Psychology, 100 (4), 569–582. https://doi.org/10.1037/0021-843X.100.4.569.
Nolen-Hoeksema, S., & Watkins, E. R. (2011). A heuristic for developing transdiagnostic models of psychopathology: Explaining multifinality and divergent trajectories. Perspectives on Psychological Science, 6 (6), 589–609. https://doi.org/10.1177/1745691611419672.
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3 (5), 400–424. https://doi.org/10.1111/j.1745-6924.2008.00088.x.
Orgilés, M., Morales, A., Fernández-Martínez, I., Melero, S., & Espada, J. P. (2018). Validation of the short version of the Cognitive Emotion Regulation Questionnaire for Spanish children. Journal of Child Health Care, 23 (1), 87–101. https://doi.org/10.1177/1367493518777306.
Orgilés, M., Morales, A., Fernández-Martínez, I., Ortigosa-Quiles, J. M., & Espada, J. P. (2018). Spanish adaptation and psychometric properties of the child version of the Cognitive Emotion Regulation Questionnaire. PLoSONE, 13 (8), 1–12. https://doi.org/10.1371/journal.pone.0201656.
Ortiz, A. (2014). Elaboración y validación de una escala de estrategias de regulación emocional para niños (EREn) [Preparation and validation of a scale of emotional regulation strategies for children]. Tesis de licenciatura inédita. Universidad Nacional Autónoma de México. https://ru.dgb.unam.mx/handle/DGB_UNAM/TES01000714410.
Payás, A. (2008). Funciones psicológicas y tratamiento de las rumiaciones obsesivas en el duelo [Psychological functions and the treatment of obsessive recurrent thoughts in mourning]. Revista de la Asociación Española de Neuropsiquiatría, 28 (2), 309–325. http://scielo.isciii.es/pdf/neuropsiq/v28n2/v28n2a05.pdf.
Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: Aclusterrandomizedcontrolled trial of a mindfulness group program. Mindfulness, 5 (5), 477–486. https://doi.org/10.1007/s12671-013-0202-1.
Rawana, J. S., Flett, G. L., McPhie, M. L., Nguyen, H. T., & Norwood, S. J. (2014). Developmental trends in emotion regulation: A systematic review with implications for community mental health. Canadian Journal of Community Mental Health, 33 (1), 31–44. https://doi.org/10.7870/cjcmh-2014-004.
Ray, R. D., McRae, K., Ochsner, K. N., & Gross, J. J. (2010). Cognitive reappraisal of negative affect: converging evidence from EMG and self-report. Emotion, 10 (4), 587. https://doi.org/10.1037/a0019015.
Rey, L., & Extremera, N. (2011). Physical-Verbal Aggression and Depression in Adolescents: The Role of Cognitive Emotion Regulation Strategies. Universitas Psychologica, 11 (4), 1245–1254. http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/1245.
Reyes Pérez, V. (2021). La regulación emocional cognitiva y la ansiedad en niñas y niños mexicanos. [Cognitive emotional regulation and anxiety in Mexican boys and girls]. [Paper presentation] INTERPSIQUIS 2021, XXII Congreso Virtual Internacional de Psiquiatría, Psicología y Salud Mental, Spain.
Rice, F., Davidovich, S., & Dunsmuir, S. (2017). Emotion Regulation and Depression: Maintaining Equilibrium between Positive and Negative Affect. In C. Essau, S. Leblanc, & T. H. Ollendick (Eds.), Emotion Regulation and Psychopathology in Children and Adolescents (pp. 171-195). Oxford University Press.
Rodríguez-Menchón, M., Orgilés, M., Fernández-Martínez, I., Espada, J., & Morales, A. (2021). Rumination, Catastrophizing, and Other-Blame: The Cognitive-Emotional Regulation Strategies Involved in Anxiety-Related Life Interference in Anxious Children. Child Psychiatry & Human Development, 52, 63–76. https://doi.org/10.1007/s10578-020-00988-5.
Romero Godínez, E., Gómez Maqueo, E. L., Durán Patiño, C., & Ruiz Badillo, A. (2017). Afrontamiento y algunos problemas internalizados y externalizados en niños. [Internalizing and externalizing problems in children in relation to coping]. Acta de Investigación Psicológica, 7 (3), 2757–2765. https://doi.org/10.1016/j.aipprr.2017.11.005.
Rood, L., Roelofs, J., Bögels, S. M., Nolen-Hoeksema, S., & Schouten, E. (2009). The influence of emotion-focused rumination and distraction on depressive symptoms in non-clinical youth: a meta-analytic review. Clinical Psychology Review, 29 (7), 607–616. https://doi.org/10.1016/j.cpr.2009.07.001.
Rosenstiel, A. K., & Keefe, F. J. (1983). The use of coping strategies in chronic low back pain patients: Relationship to patient characteristics and current adjustment. Pain, 17 (1), 33–44. https://doi.org/10.1016/0304-3959(83)90125-2.
Schäfer, J. Ö., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2017). Emotion regulation strategies in depressive and anxiety symptoms in youth: a meta-analytic review. Journal of Youth and Adolescence, 46 (2), 261–276. https://doi.org/10.1007/s10964-016-0585-0.
Servera, M., & Cardo, E. (2006). Children Sustained Attention Task (CSAT): Normative, reliability, and validity data. International Journal of Clinical and Health Psychology, 6 (3), 697–707. https://www.redalyc.org/articulo.oa?id=337/33760311.
Sheppes, G., Suri, G., & Gross, J. J. (2015). Emotion Regulation and Psychopathology. Annual Review of Clinical Psychology, 11, 379–405.
Silva, J. (2005). Regulación emocional y psicopatología: el modelo de vulnerabilidad /resiliencia. [Emotion Regulation and Psychopathology: the Vulnerability/ Resilience Approach]. Revista Chilena Neuro-Psiquiat, 43 (3), 201–209.http://dx.doi.org/10.4067/S0717-92272005000300004.
Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen, & J. Scott Long (Eds.),Testing Structural Equation Models(pp. 10-39). SAGE publications. Tennen, H., & Affleck, G. (1990). Blaming others for threatening events. Psychological Bulletin, 108, 209–232. https://doi.org/10.1037/0033-2909.108.2.209.
Thompson, R. A. (1991). Emotional regulation and emotional development. Educational Psychology Review, 3, 269–307. https://doi.org/10.1007/BF01319934.
Tuna, E., & Bozo, O. (2012). The Cognitive Emotion Regulation Questionnaire: Factor structure and psychometric properties of the Turkish version. Journal of Psychopathology and Behavioral Assessment, 34 (4), 564–570. https://doi.org/10.1007/s10862-012-9303-8.
Valega, M. (2012). Validación del cuestionario de regulación emocional cognitiva en niños de la ciudad de Paraná [Validation of the cognitive emotional regulation questionnaire in children from the city of Paraná].[Tesis de grado, Universidad Adventista del Plata, Entre Ríos, Argentina].
Valega, M., & Lemos, V. (2013). Validación del cuestionarioderegulaciónemocional cognitiva(CERQK) [Validation of the cognitive emotional regulation questionnaire]. XXXIV Congreso Interamericano de Psicología (p. 248). Sociedad Interamericana de Psicología.
Van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children withADHDand mindful parenting for their parents. Journal of child and family studies, 21 (1), 139–147. https://doi.org/10.1007/s10826-011-9457-0.
Vandenbosch, M. B. (1996). Confirmatory compositional approaches to the development of product spaces. European Journal of Marketing, 30 (3), 23–46. https://doi.org/10.1108/03090569610107418.
Verstraeten, K., Bijttebier, P., Vasey, M. W., & Raes, F. (2011). Specificity of worry and rumination in the development of anxiety and depressive symptoms in children. British Journal of Clinical Psychology, 50 (4), 364–378. https://doi.org/10.1348/014466510X532715.
Wolgast, M., & Lundh, L. G. (2017). Is Distraction an Adaptive or Maladaptive Strategy for Emotion Regulation? A Person-Oriented Approach. J. Psychopathol Behav Assess, 39, 117–127. https://doi.org/10.1007/s10862-016-9570-x.
Zeman, J., Cassano, M., Suveg, C., & Shipman, K. (2010). Initial validation of the children’s worry management scale. Journal of Childhood and Family Studies, 19 (4), 381–392. https://doi.org/10.1007/s10826-009-9308-4.
Zeman, J., Shipman, K., & Penza Clyve, S. (2001). Development and initial validation of the children’s sadness management scale. Journal of Nonverbal Behavior, 25 (3), 187–205. https://doi.org/10.1023/A:1010623226626.
Zhu, X., Auerbach, R., Yao, S., Abela, J., Xiao, J., & Tong, X. (2008). Psychometric properties of the Cognitive Emotion Regulation Questionnaire: Chinese version. Cognition and Emotion, 22 (2), 288–307. https://doi.org/10.1080/02699930701369035.
Downloads
Download data is not yet available.
Cited by
