<?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>1657-9267</journal-id>
<journal-title><![CDATA[Universitas Psychologica]]></journal-title>
<abbrev-journal-title><![CDATA[Univ. Psychol.]]></abbrev-journal-title>
<issn>1657-9267</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-92672018000200127</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.upsy17-2.aree</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Afrontamiento y regulación emocional en estudiantes de fisioterapia]]></article-title>
<article-title xml:lang="en"><![CDATA[Coping and Emotional Regulation among Physiotherapy Undergraduates]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabanach]]></surname>
<given-names><![CDATA[Ramón G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souto-Gestal]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Doniz]]></surname>
<given-names><![CDATA[Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrás Vázquez]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de A Coruña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de A Coruña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de A Coruña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>127</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-92672018000200127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-92672018000200127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-92672018000200127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Esta investigación tuvo un doble objetivo: la identificación de distintos perfiles de regulación emocional y la comprobación de si estos perfiles se diferencian en el uso de estrategias de afrontamiento ante el estrés académico. Participaron 487 estudiantes de fisioterapia (74% mujeres) de distintas universidades, con edades comprendidas entre 18 y 40 años. Se aplicó la Escala de Dificultades en la Regulación Emocional (Difficulties in Emotion Regulation Scale [DERS]) y la escala de Estrategias de Afrontamiento del Cuestionario de Estrés Académico (CEA). Se obtuvo un total de tres perfiles de regulación emocional en el análisis de conglomerados. El primero está compuesto por estudiantes con una baja regulación emocional, un segundo grupo con resultados mixtos y un tercer conglomerado que muestra una alta regulación emocional. Se encontraron diferencias estadísticamente significativas en el uso del total de estrategias de afrontamiento entre los perfiles de baja y alta regulación emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This paper aims to identify different profiles of emotional regulation, and to see if they differ in academic stress coping strategies. The participants were 487 physiotherapy students (74% female) from different universities, aged between 18 and 40 years. The Difficulties in Emotion Regulation Scale (DERS) and Cuestionario de Estrés Académico (CEA) were applied. A total of three emotional regulation profiles were obtained in the cluster analysis. The first one is composed of students with low emotional regulation, a second group with mixed results was obtained and a third cluster shows students with high emotional regulation. Statistically significant differences in all the coping strategies were found between the profiles of low and high emotional regulation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="es"><![CDATA[estrategias de afrontamiento]]></kwd>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="en"><![CDATA[coping strategies]]></kwd>
<kwd lng="en"><![CDATA[emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
</kwd-group>
</article-meta>
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