María Laura Andrés , Florencia Stelzer , Santiago Vernucci , Lorena Canet Juric , Juan Ignacio Galli , José Ignacio Navarro Guzmán
{"title":"Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad","authors":"María Laura Andrés , Florencia Stelzer , Santiago Vernucci , Lorena Canet Juric , Juan Ignacio Galli , José Ignacio Navarro Guzmán","doi":"10.1016/j.sumpsi.2017.07.001","DOIUrl":null,"url":null,"abstract":"<div><p>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 regulate 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 tolerance 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></div>","PeriodicalId":38992,"journal":{"name":"Suma Psicologica","volume":"24 2","pages":"Pages 79-86"},"PeriodicalIF":0.0000,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.sumpsi.2017.07.001","citationCount":"12","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Suma Psicologica","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0121438117300218","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Psychology","Score":null,"Total":0}
引用次数: 12
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 regulate 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 tolerance 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.
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