<?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>0121-4381</journal-id>
<journal-title><![CDATA[Suma Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Suma Psicol.]]></abbrev-journal-title>
<issn>0121-4381</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-43812017000200079</article-id>
<article-id pub-id-type="doi">10.1016/j.sumpsi.2017.07.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotion regulation and academic skills: Relationship in children aged 9 to 11]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrés]]></surname>
<given-names><![CDATA[Maria Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stelzera]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vernucci]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canet Juric]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galli]]></surname>
<given-names><![CDATA[Juan Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Guzmán]]></surname>
<given-names><![CDATA[José Ignacio]]></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[Mar del Plata ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Cádiz Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Cádiz ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>79</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-43812017000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-43812017000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-43812017000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las habilidades académicas constituyen un componente específico del éxito escolar y numerosos factores influyen en su adquisición y consolidación. Uno de estos es la habilidad de regulación emocional de tolerancia al distrés, que se define por la capacidad de resistir esta dos emocionales negativos en pos de un objetivo. El propósito de este trabajo fue analizar la relación entre la tolerancia al distrés y las habilidades académicas de comprensión lectora y cálculo matemático en 107 niños de escolaridad primaria de 9 a 11 años de edad. Los resultados mostraron que la tolerancia al distrés resultó un predictor significativo de la comprensión lectora de textos expositivos y del cálculo matemático, no así de la comprensión lectora de textos narrativos. Es posible que la tolerancia al distrés resulte un factor relevante para el éxito académico en varios dominios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Academic skills are a specific component of academic success, and many factors influence their acquisition and consolidation. One of these factors is the ability to emotionally regu late distress tolerance, as defined by the ability to withstand negative emotional states in pursuit of a goal. This paper undertook to analyse the relationship between distress tole rance and reading comprehension and mathematical computations in 107 primary school children aged 9 to 11. The results showed that distress tolerance was a significant predictor of reading comprehension of expository texts and mathematical computations, albeit not so for reading comprehension of narrative texts. Distress tolerance is likely to be a relevant factor for academic success in several domains.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[Tolerancia al distrés]]></kwd>
<kwd lng="es"><![CDATA[Habilidades académicas]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="en"><![CDATA[Emotion regulation]]></kwd>
<kwd lng="en"><![CDATA[Distress tolerance Academic skills]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
</kwd-group>
</article-meta>
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