<?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>1900-2386</journal-id>
<journal-title><![CDATA[Psychologia. Avances de la Disciplina]]></journal-title>
<abbrev-journal-title><![CDATA[Psychol. av. discip.]]></abbrev-journal-title>
<issn>1900-2386</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Buenaventura]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1900-23862025000100057</article-id>
<article-id pub-id-type="doi">10.21500/19002386.6854</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Regulación emocional y ansiedad ante exámenes en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional regulation and test anxiety in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belén-Arias]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[Macarena Verónica del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora]]></surname>
<given-names><![CDATA[Eliana Vanesa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Román]]></surname>
<given-names><![CDATA[María Cora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sulpizio]]></surname>
<given-names><![CDATA[Melina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urquijo]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Psicología Básica, Aplicada y Tecnología  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>57</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1900-23862025000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1900-23862025000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1900-23862025000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La ansiedad ante exámenes puede impactar negativamente en la salud mental de los estudiantes y, además, obstaculizar su rendimiento académico, por lo que resulta fundamental la regulación emocional antes y durante los mismos. El objetivo del presente estudio fue indagar las relaciones entre las estrategias cognitivas de regulación emocional y la ansiedad ante exámenes en estudiantes de la Universidad [XX], y determinar el efecto de esta última sobre el rendimiento académico. Para ello, se utilizó un diseño no experimental transversal de tipo descriptivo-correlacional. Se trabajó con 193 estudiantes de dicha unidad académica, a quienes se aplicaron las adaptaciones argentinas del Cuestionario de Estrategias Cognitivas de Regulación Emocional y del Inventario Alemán de Ansiedad ante Exámenes. Los resultados mostraron que las estrategias desadaptativas (especialmente Catastrofización y Autoculparse) se correlacionan en mayor medida con la ansiedad. Por su parte, los índices de ansiedad ante exámenes que mostraron asociaciones con el rendimiento académico fueron Interferencia, Confianza y Emocionalidad. Este estudio contribuye a comprender la relación entre la regulación emocional y la ansiedad en los exámenes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Test anxiety can have a negative impact on the mental health of students and, in addition, hinder their academic performance, so emotional regulation before and during exams is essential. The aim of the present study was to investigate the relationships between cognitive strategies of emotional regulation and test anxiety in university students [XX], and to determine the effect of the latter on academic performance. For this purpose, a descriptive-correlational cross-sectional non-experimental design was used. We worked with 193 students of this academic unit, to whom we applied the Argentine adaptations of the Cognitive Strategies of Emotional Regulation Questionnaire and the German Inventory of Test Anxiety. The results showed that maladaptive strategies (especially Catastrophizing and Self-Cultivation) correlated to a greater extent with anxiety. The test anxiety indices that showed associations with academic performance were Interference, Confidence and Emotionality. This study contributes to understanding the relationship between emotional regulation and test anxiety.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[emoción]]></kwd>
<kwd lng="es"><![CDATA[ansiedad ante exámenes]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[emotion]]></kwd>
<kwd lng="en"><![CDATA[test anxiety]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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