<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372020000200073</article-id>
<article-id pub-id-type="doi">10.17081/psico.23.44.3659</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La relación entre las emociones y las estrategias de afrontamiento ante la reprobación en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationship between emotions and coping strategies in university students after a failing grade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Pérez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collazo Saldaña]]></surname>
<given-names><![CDATA[Ana Dulce Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de la Roca Chiapas]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcázar-Olán]]></surname>
<given-names><![CDATA[Raúl J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[Guanajuato ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[Guanajuato ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[Guanajuato ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>44</numero>
<fpage>73</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372020000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372020000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372020000200073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo:  Identificar las diferencias (hombres y mujeres) y la relación entre emociones y las estrategias de afrontamiento en estudiantes universitarios cuando reprueban un examen al inicio del ciclo escolar.  Método:  Estudio no experimental de tipo transversal con múltiples variables continuas. Participaron 1,774 universitarios mexicanos (54 % mujeres y 46 % hombres), media de edad 20.72 (DE = 2.27). Se utilizaron dos instrumentos, a saber, Escala de emociones cuando repruebas: desagrado, culpa, vergüenza, tristeza, miedo, frustración, enojo, angustia, indiferencia (&#945; = .94); y Estrategias de afrontamiento cuando repruebas: gritar, culpar a otro, reflexionar, reprobar el examen, buscar asesoría, evitar hablar del tema, evitar pensar en eso, fingir estar bien, estar en redes sociales, escuchar música, salir con amigos, salir solo(a), contarle a mi familia (&#945; = .88).  Resultados:  Se obtuvieron diferencias estadísticamente significativas entre mujeres y hombres en todos los factores de la intensidad de las emociones cuando repruebas. En cuanto a las estrategias de afrontamiento más utilizadas tanto para las mujeres (M = 2.96, DE = 0.66) como en los hombres (M = 2.69, DE = 0.67) fueron las Asertivas y de autoconstructivas y las menos las Agresivo-defensivas; en cuanto a las estrategias de Evasión si bien no mostraron diferencias entre hombres (M = 2.00; DE = 0.78) y mujeres (M = 2.11; DE = 0.84), sin embargo, en las correlaciones de la muestra en general fueron las que tuvieron las puntuaciones más altas con las emociones (r = .53**), seguidas de las Búsqueda de soluciones (r = .38**) y Asertivas y autocríticas (r = .42**). Al realizar los análisis contrastados entre mujeres (r = 50**) hombres (r = .56**) nuevamente las estrategias de Evasión fueron las que más correlacionaron con los factores emocionales (r = .50**).  Conclusiones:  Si bien se encontraron diferencias estadísticamente significativas entre hombres y mujeres en la intensidad de las emociones, y fueron ellas quienes reportaron una mayor intensidad, no se encontraron diferencias en las estrategias de afrontamiento agresivo-defensivas, evasión y búsqueda de apoyo; el solicitar ayuda es un indicativo de que son capaces de reconocer que tienen un problema que sobrepasa sus habilidades en ese momento. Conocer qué emociones experimentan y qué estrategias de afrontamiento utilizan los universitarios cuando reprueban, proporciona al personal encargado de apoyarlos el poder implementar acciones que les ayuden a afianzar y darle continuidad a su trayectoria académica. Es importante apoyar a los estudiantes, ya que las estrategias de afrontamiento que mostraron mayores correlaciones con las emociones fueron las de evasión, lo cual puede traerles consecuencias negativas como el pasar de reprobar un examen a reprobar la asignatura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: To identify the differences (in men and women) and the relationship between emotions and coping strategies in university students when they fail an exam at the beginning of the school year.  Method:  The study was non-experimental and cross-sectional with multiple continuous variables, in which 1,774 Mexican university students participated (54 % women and 46 % men) of mean age 20.72 years (SD = 2.27). Two tools were used. The first one was the &#8220;Emotions scale when you fail&#8221;: displeasure, guilt, shame, sadness, fear, frustration, anger, anguish, and indifference (&#945; = 0.94), and the second tool was &#8220;Coping strategies when you fail&#8221;: yelling, blaming someone else, reflecting, failing the exam, seeking advice, avoiding talking about it, avoiding thinking about it, pretending to be fine, using social media, listening to music, hanging out with friends, going out alone, talking to family (&#945; = 0.88).  Results:  In the tool &#8220;Emotions scale when you fail,&#8221; significant differences were found between men and women in every factor and its intensity. The most commonly used coping strategies for women (M = 2.96, SD = 0.66) and men (M = 2.69, SD = 0.67) were assertive and self-constructive, and the least commonly used were aggressive-defensive. As for the evasion strategies, although they did not show differences between men (M = 2.00, SD = 0.78) and women (M = 2.11; SD = 0.84) in the general sample correlations, those strategies were the ones that had the highest scores with emotions (r = 0.53 **), followed by the search for solutions (r = 0.38 **) and assertive and self-critical (r = 0.42 **). When performing the contrast analysis among women (r = 50 **) and men (r = 0.56 **), evasion strategies were the ones that showed the highest correlation with emotional factors (r = 0.50 **).  Conclusions:  Although statistically significant differences were found between men and women in emotion intensity, women being the ones that showed greater intensity, no differences were found in aggressive-defensive coping strategies, evasion, and support seeking. Requesting help is an indicator that women are (1) able to recognize that they have a problem that is currently beyond their abilities to solve independently and (2) able to ask for help in order to solve problems. Knowing which emotions university students experience and the coping strategies they use when they fail, gives the support staff in charge a chance to implement actions that help strengthen them and move forward with their academic journey. It is important to support students, because the coping strategies that showed the highest correlation with emotions were the evasion strategies, which can have further negative consequences such as going from failing an exam to failing the subject.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[diferencias por sexo]]></kwd>
<kwd lng="es"><![CDATA[afrontamiento]]></kwd>
<kwd lng="es"><![CDATA[trayectoria académica]]></kwd>
<kwd lng="es"><![CDATA[emociones negativas]]></kwd>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="en"><![CDATA[differences by sex]]></kwd>
<kwd lng="en"><![CDATA[coping]]></kwd>
<kwd lng="en"><![CDATA[academic journey]]></kwd>
<kwd lng="en"><![CDATA[negative emotions]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ak&#305;n]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Achievement goals and academic locus of control: Structural equation modeling]]></article-title>
<source><![CDATA[Eurasian Journal of Educational Research]]></source>
<year>2010</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-18</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amutio]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[J.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stress and irrational beliefs in college students]]></article-title>
<source><![CDATA[Ansiedad y Estrés]]></source>
<year>2008</year>
<volume>14</volume>
<numero>2-3</numero>
<issue>2-3</issue>
<page-range>211-20</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[An]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Chung]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Park]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[S. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[K. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Novelty-seeking and avoidant coping strategies are associated with academic stress in Korean medical students]]></article-title>
<source><![CDATA[Psychiatry Research]]></source>
<year>2012</year>
<volume>200</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>464-8</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aselton]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sources of stress and coping in American college students who have been diagnosed with depression]]></article-title>
<source><![CDATA[Journal of Child and Adolescent Psychiatric Nursing]]></source>
<year>2012</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>119-23</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<collab>Asociación Nacional de Universidades e Instituciones de Educación Superior</collab>
<source><![CDATA[Anuario Educación Superior 2017-2018 Licenciatura]]></source>
<year>2018</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[ANUIES]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<collab>Asociación Nacional de Universidades e Instituciones de Educación Superior</collab>
<source><![CDATA[Anuario Educación Superior 2018-2019. Licenciatura]]></source>
<year>2019</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[ANUIES]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Awé]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gaither]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Crawford]]></surname>
<given-names><![CDATA[S. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Tieman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A comparative analysis of perceptions of pharmacy students&#8217; stress and stressors across two multicampus universities]]></article-title>
<source><![CDATA[American Journal of Pharmaceutical Education]]></source>
<year>2016</year>
<volume>80</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berrío]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Mazo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrés académico]]></article-title>
<source><![CDATA[Revista de Facultad de Ciencias Sociales y Humanas]]></source>
<year>2011</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>65-82</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bonneville-Roussy]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Evans]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Verner-Filion]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Vallerand]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bouffard]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation and coping with the stress of assessment: gender differences in outcomes for university students]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2017</year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>28-42</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cabanach]]></surname>
<given-names><![CDATA[R. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Fariña]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferradás]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diferencias en el afrontamiento del estrés en estudiantes universitarios hombres y mujeres]]></article-title>
<source><![CDATA[European Journal of Education and Psychology]]></source>
<year>2013</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-32</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chou]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Chao]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Yeh]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationships between stress, coping and depressive symptoms among overseas university preparatory Chinese students: a cross-sectional study]]></article-title>
<source><![CDATA[BMC Public Health]]></source>
<year>2011</year>
<volume>11</volume>
<numero>352</numero>
<issue>352</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Statistical power analysis for the behavioural sciences]]></source>
<year>1988</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costarelli]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Patsai]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic examination stress increases disordered eating symptomatology in female university students]]></article-title>
<source><![CDATA[Eating and Weight Disorders]]></source>
<year>2012</year>
<numero>17</numero>
<issue>17</issue>
<page-range>164-9</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gignac]]></surname>
<given-names><![CDATA[G. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Szodorai]]></surname>
<given-names><![CDATA[E. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect size guidelines for individual differences researcher]]></article-title>
<source><![CDATA[Personality and individual differences]]></source>
<year>2016</year>
<volume>102</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>74-8</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Artuch-Garde]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resilience and coping strategy profiles at university: contextual and demographic variables]]></article-title>
<source><![CDATA[Electronic Journal of Research in Educational Psychology]]></source>
<year>2014</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>621-48</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lazarus]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Folkman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrés y procesos cognitivos]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Martínez Roca]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lazarus]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lazarus]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pasión y razón. La comprensión de nuestras emociones]]></source>
<year>2000</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mahyunddin]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Roslan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ahmad]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationship between personality, misbehavior and academic achievement among freshmen in a university]]></article-title>
<source><![CDATA[The International Journal of the Humanities]]></source>
<year>2009</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>309-15</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McMillan]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identity and attribution as lances to understand the relationship between transition to university and initial academic performance]]></article-title>
<source><![CDATA[African Health Professions Education]]></source>
<year>2015</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>32-8</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mellanby]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Zimdars]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trait anxiety and final degree performance at the university of Oxford]]></article-title>
<source><![CDATA[Higher Education]]></source>
<year>2011</year>
<volume>61</volume>
<numero>357</numero>
<issue>357</issue>
<page-range>357-70</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Berra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nava]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Asociación entre estrés, afrontamiento, emociones e IMC en adolescentes]]></article-title>
<source><![CDATA[Revista Intercontinental de Psicología y Educación]]></source>
<year>2015</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-29</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pedhazur]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Schmelkin]]></surname>
<given-names><![CDATA[L. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Measurement, Design, and Analysis: An Integrated Approach]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Hillsdale, NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pekrun]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The control-value of achievement emotions: assumptions, corollaries, and implications for educational research and practice]]></article-title>
<source><![CDATA[Education Psychology Review]]></source>
<year>2006</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>315-41</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[D. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factores emocionales negativos y estrategias de afrontamiento que influyen en el desempeño académico en estudiantes universitarios]]></article-title>
<source><![CDATA[Jóvenes en la Ciencia. Revista de divulgación Científica]]></source>
<year>2017</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-8</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rania]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Siri]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bagnasco]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Aleo]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Sasso]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic climate, well-being and academic performance in a university degree course]]></article-title>
<source><![CDATA[Journal of Nursing Management]]></source>
<year>2014</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>751-60</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saklofke]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Austin]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mastoras]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Beaton]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Osborne]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2012</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>251-7</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saleh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Camart]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Romo]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Predictors of Stress in College Students]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validation of Achievement Goal Questionnaire-Revised in Argentinean university students (A-AGQ-R)]]></article-title>
<source><![CDATA[International Journal of Psychological Research]]></source>
<year>2015</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>10-23</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santoya]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Garcés]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Tezón]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las emociones en la vida universitaria: un análisis de la relación entre autoconocimiento emocional y autorregulación emocional en adolescentes y jóvenes universitarios]]></article-title>
<source><![CDATA[Psicogente]]></source>
<year>2018</year>
<volume>21</volume>
<numero>40</numero>
<issue>40</issue>
<page-range>422-39</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shaughnessy]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Zechmeister]]></surname>
<given-names><![CDATA[E. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Zechmeister]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Métodos de investigación en psicología]]></source>
<year>2007</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[MacGrawHill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stoliker]]></surname>
<given-names><![CDATA[B. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Lafreniere]]></surname>
<given-names><![CDATA[K. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The influence of perceived stress, loneliness, and learning burnout of university students&#8217; educational experience]]></article-title>
<source><![CDATA[College Student Journal]]></source>
<year>2015</year>
<page-range>146-60</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thamby]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Muttsumy]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Mun]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ayapanaido]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Parasuman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigation of stressors affecting a sample of pharmacy students and the coping strategies employed using modified academic stressors scales and brief cope scale: a prospective study]]></article-title>
<source><![CDATA[Journal of Young Pharmacists]]></source>
<year>2016</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>122-7</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trueba]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[N. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Auchus]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ritz]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic exam stress and depressive mood are associated with reductions in exhaled nitric oxide in healthy individuals]]></article-title>
<source><![CDATA[Biological Psychology]]></source>
<year>2013</year>
<numero>93</numero>
<issue>93</issue>
<page-range>206-12</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<collab>Universidad Nacional Autónoma de México</collab>
<source><![CDATA[Guía de carrera UNAM 2019/2020]]></source>
<year>2019</year>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zárate]]></surname>
<given-names><![CDATA[N. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Soto]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Quintero]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrés académico en estudiantes universitarios: medidas preventivas]]></article-title>
<source><![CDATA[Revista de la Alta Tecnología y la Sociedad]]></source>
<year>2017</year>
<volume>9</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>92-8</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
