<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100324</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.21273</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Regulación emocional en educación: Propuesta de clasificación e integración conceptual para la acción pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional regulation in education: A proposal for classification and conceptual integration in educational practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Regulação emocional na educação: Uma proposta de classificação e integração conceitual na prática educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barraza-López]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santo Tomás Facultad de Ciencias Sociales y Educación Escuela de Psicología]]></institution>
<addr-line><![CDATA[La Serena ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>324</fpage>
<lpage>338</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100324&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La regulación emocional se ha posicionado como un eje clave en el ámbito educativo, debido a su relación con el bienestar estudiantil, la convivencia escolar y los procesos de aprendizaje, en un contexto de creciente demanda de intervención socioemocional en las escuelas.  Propósito.  El presente ensayo tiene como objetivo proponer una clasificación funcional y operativa de los principales modelos teóricos de regulación emocional, orientada a su aplicabilidad en contextos educativos.  Discusión.  A partir de un análisis crítico de los principales modelos teóricos de la regulación emocional, se identifican y analizan cuatro enfoques principales: relacional-vincular, cognitivo-metacognitivo, competencial-socioemocional y clínico-aplicado. Se examinan sus fundamentos conceptuales, tensiones y convergencias, así como principios comunes que permiten orientar su comprensión integrada. Asimismo, se discute la necesidad de superar una traducción lineal entre teoría y práctica, y se reconoce que la implementación pedagógica de estos modelos se configura de manera situada y reflexiva.  Conclusiones.  Se concluye que la integración de estos enfoques no responde a una lógica prescriptiva, sino a un marco orientador que debe ser reinterpretado por los equipos educativos según sus contextos. Esta clasificación contribuye a la toma de decisiones pedagógicas más informadas y abre líneas futuras de investigación sobre su aplicabilidad en escenarios educativos diversos, especialmente en contextos latinoamericanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Emotional regulation has become a central focus in education due to its close relationship with student well-being, school climate, and learning processes, particularly in a context of increasing demand for socio-emotional support in schools.  Purpose.  This essay aims to propose a functional and operational classification of the main theoretical models of emotional regulation, oriented toward their applicability in educational contexts.  Discussion.  Drawing on a critical analysis of the main theoretical models of emotional regulation, four core approaches are identified and examined: relational, cognitive-metacognitive, socio-emotional competency-based, and clinical-applied. Their conceptual foundations, tensions, and convergences are analyzed, along with shared principles that support an integrated understanding. In addition, the need to move beyond a linear translation from theory to practice is emphasized, acknowledging that the pedagogical implementation of these models is context-sensitive and grounded in reflective practice.  Conclusions.  The integration of these approaches does not follow a prescriptive logic; rather, it constitutes a guiding framework that must be reinterpreted by educational teams according to their specific contexts. This classification supports more informed pedagogical decision-making and opens future lines of research on its applicability in diverse educational settings, particularly within Latin American contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A regulação emocional tem se consolidado como um eixo central no campo educacional, devido à sua relação com o bem-estar dos estudantes, o clima escolar e os processos de aprendizagem, especialmente em um contexto de crescente demanda por apoio socioemocional nas escolas.  Objetivo.  Este ensaio tem como objetivo propor uma classificação funcional e operacional dos principais modelos teóricos de regulação emocional, orientada à sua aplicabilidade em contextos educacionais.  Discussão.  Com base em uma análise crítica dos principais modelos teóricos de regulação emocional, são identificadas e examinadas quatro abordagens centrais: relacional, cognitivo-metacognitiva, socioemocional baseada em competências e clínico-aplicada. São analisados seus fundamentos conceituais, tensões e convergências, bem como princípios compartilhados que sustentam uma compreensão integrada. Além disso, destaca-se a necessidade de superar uma tradução linear entre teoria e prática, reconhecendo que a implementação pedagógica desses modelos é sensível ao contexto e fundamentada na prática reflexiva.  Conclusões.  A integração dessas abordagens não segue uma lógica prescritiva; ao contrário, constitui um referencial orientador que deve ser reinterpretado pelas equipes educacionais de acordo com seus contextos específicos. Essa classificação favorece a tomada de decisões pedagógicas mais informadas e abre novas linhas de investigação sobre sua aplicabilidade em diferentes cenários educacionais, particularmente em contextos latino-americanos]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[educación emocional]]></kwd>
<kwd lng="es"><![CDATA[modelos teóricos]]></kwd>
<kwd lng="es"><![CDATA[intervención pedagógica]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="en"><![CDATA[Emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[emotional education]]></kwd>
<kwd lng="en"><![CDATA[theoretical models]]></kwd>
<kwd lng="en"><![CDATA[pedagogical intervention]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="pt"><![CDATA[Regulação emocional]]></kwd>
<kwd lng="pt"><![CDATA[educação emocional]]></kwd>
<kwd lng="pt"><![CDATA[modelos teóricos]]></kwd>
<kwd lng="pt"><![CDATA[intervenção pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Abdul Kani]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wesley Williams]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Murugan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Elangovan]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring the impact of early trauma on emotional regulation and mental well-being among college students: A statistical study on adverse childhood experiences and cognitive emotional regulation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Arora]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Singh]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Emadifar]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Exploring medical statistics. Biostatistics, clinical trials, and epidemiology]]></source>
<year>2024</year>
<page-range>224-41</page-range><publisher-name><![CDATA[IGI Global Scientific Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aldrup]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Carstensen]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Klusmann]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of teachers&#8217; emotion regulation in teaching effectiveness: A systematic review integrating four lines of research]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2024</year>
<volume>59</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>89-110</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bisquerra Alzina]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mateo Andrés]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Competencias emocionales para un cambio de paradigma en educación]]></source>
<year>2019</year>
<publisher-name><![CDATA[Horsori]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bowlby]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Attachment and loss]]></source>
<year>1980</year>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bowlby]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[El apego]]></source>
<year>2024</year>
<publisher-name><![CDATA[Planeta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Canenguez]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Farley]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Squicciarini]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Dutta]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Simonsohn]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Holcomb]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Peña]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Leiva]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Benheim]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Guzmán]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Jellinek]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementation and outcomes of a national school-based mental health program for middle school students in Chile]]></article-title>
<source><![CDATA[School Mental Health]]></source>
<year>2023</year>
<volume>15</volume>
<page-range>165-76</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chelouche-Dwek]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Fonagy]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mentalization-based interventions in schools for enhancing socio-emotional competencies and positive behaviour: A systematic review]]></article-title>
<source><![CDATA[European Child &amp; Adolescent Psychiatry]]></source>
<year>2025</year>
<volume>34</volume>
<page-range>1295-315</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Christensen]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Aldao]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tipping points for adaptation: Connecting emotion regulation, motivated behavior, and psychopathology]]></article-title>
<source><![CDATA[Current Opinion in Psychology]]></source>
<year>2015</year>
<volume>3</volume>
<page-range>70-4</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chugani]]></surname>
<given-names><![CDATA[C. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[C. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Talis]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[McAneny]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Condosta]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kamnikar]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wehrer]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Mazza]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementing dialectical Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) in a low-income school]]></article-title>
<source><![CDATA[School Mental Health]]></source>
<year>2022</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>391-401</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>Collaborative for Academic, Social, and Emotional Learning (CASEL)</collab>
<source><![CDATA[Advancing social and emotional learning]]></source>
<year>2025</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fonagy]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[La teoría del apego y el psicoanálisis]]></source>
<year>2001</year>
<publisher-name><![CDATA[Other Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gatica-Saavedra]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vicente]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Rubí]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Plan nacional de salud mental. Reflexiones en torno a la implementación del modelo de psiquiatría comunitaria en Chile]]></article-title>
<source><![CDATA[Revista médica de Chile]]></source>
<year>2020</year>
<volume>148</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>500-5</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gillborn]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Delahunty]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The psychological complex in contemporary education policy]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2026</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>156-79</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gross]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The emerging field of emotion regulation: An integrative review]]></article-title>
<source><![CDATA[Review of General Psychology]]></source>
<year>1998</year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>271-99</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gross]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[John]]></surname>
<given-names><![CDATA[O. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being]]></article-title>
<source><![CDATA[Journal of Personality and Social Psychology]]></source>
<year>2003</year>
<volume>85</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>348-62</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hassani]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fostering social-emotional competencies to improve social functioning, social inclusion, and school well-being: Results of a cluster non-randomized pilot study]]></article-title>
<source><![CDATA[Mental Health &amp; Prevention]]></source>
<year>2024</year>
<volume>36</volume>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<collab>Junta Nacional de Auxilio Escolar y Becas (JUNAEB)</collab>
<source><![CDATA[Programa habilidades para la vida (HPV)]]></source>
<year>2026</year>
<publisher-name><![CDATA[ChileAtiende]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koslouski]]></surname>
<given-names><![CDATA[J. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Stark]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Chafouleas]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding and responding to the effects of trauma in the classroom: A primer for educators]]></article-title>
<source><![CDATA[Social and Emotional Learning: Research, Practice, and Policy]]></source>
<year>2023</year>
<volume>1</volume>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kross]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ayduk]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Facilitating Adaptive Emotional Analysis: Distinguishing Distanced-Analysis of Depressive Experiences From Immersed-Analysis and Distraction]]></article-title>
<source><![CDATA[Personality and Social Psychology Bulletin]]></source>
<year>2008</year>
<volume>34</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>924-38</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lazarus]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Stress and emotion: A new synthesis]]></source>
<year>2006</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Linehan]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilks]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The course and evolution of dialectical behavior therapy]]></article-title>
<source><![CDATA[American Journal of Psychotherapy]]></source>
<year>2015</year>
<volume>69</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>97-110</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lynch]]></surname>
<given-names><![CDATA[T. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hempel]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunkley]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Radically open-dialectical behavior therapy for disorders of over-control: Signaling matters]]></article-title>
<source><![CDATA[American Journal of Psychotherapy]]></source>
<year>2015</year>
<volume>69</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>141-62</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martinez]]></surname>
<given-names><![CDATA[R. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Marraccini]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Knotek]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Neshkes]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vanderburg]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of dialectical behavioral therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) program of rural ninth-grade students]]></article-title>
<source><![CDATA[School Mental Health]]></source>
<year>2022</year>
<volume>14</volume>
<page-range>165-78</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez-Priego]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[García-Noblejas]]></surname>
<given-names><![CDATA[B. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Roca]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Strategies and goals in emotion regulation models: A systematic review]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2024</year>
<volume>15</volume>
<page-range>1-2</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mazza]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Dexter-Mazza]]></surname>
<given-names><![CDATA[E. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rathus]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[H. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[DBT skills in schools: Skills training for emotional problem solving for adolescents (DBT STEPS-A)]]></source>
<year>2016</year>
<publisher-name><![CDATA[The Guilford Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Messina]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Calvo]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Grecucci]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attachment orientations and emotion regulation: New insights from the study of interpersonal emotion regulation strategies]]></article-title>
<source><![CDATA[Research in Psychotherapy: Psychopathology, Process, and Outcome]]></source>
<year>2023</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Messina-Albarenque]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrés-Viloria]]></surname>
<given-names><![CDATA[C. de]]></given-names>
</name>
<name>
<surname><![CDATA[Pablo-González]]></surname>
<given-names><![CDATA[G. de]]></given-names>
</name>
<name>
<surname><![CDATA[Benito-Ambrona]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotional education: A critical review of the voices against its implementation in schools]]></article-title>
<source><![CDATA[Environment and Social Psychology]]></source>
<year>2024</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación (MINEDUC)</collab>
<source><![CDATA[Ley 20845 de inclusión escolar que regula la admisión de los y las estudiantes, elimina el financiamiento compartido y prohíbe el lucro en establecimientos educacionales que reciben aportes del Estado]]></source>
<year>2015</year>
<publisher-name><![CDATA[Biblioteca del Congreso Nacional, Ley Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación (MINEDUC)</collab>
<source><![CDATA[Bases curriculares de educación parvularia]]></source>
<year>2018</year>
<publisher-name><![CDATA[Subsecretaría de Educación Parvularia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación (MINEDUC)</collab>
<source><![CDATA[Indicadores de desarrollo personal y social]]></source>
<year>2019</year>
<publisher-name><![CDATA[Curriculum Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<collab>Ministerio de Educación (MINEDUC)</collab>
<source><![CDATA[Seamos comunidad. Política de reactivación educativa integral]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="">
<collab>Ministerio de Educación (MINEDUC)</collab>
<source><![CDATA[Experiencias pedagógicas en formación ciudadana]]></source>
<year>2025</year>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno Arrieta]]></surname>
<given-names><![CDATA[L. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Modelos teóricos y métodos de evaluación de la regulación emocional]]></article-title>
<source><![CDATA[Dominio de las Ciencias]]></source>
<year>2023</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>835-55</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="">
<collab>OpenAI</collab>
<source><![CDATA[ChatGPT]]></source>
<year>2026</year>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palacios Díaz]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bonhomme Manríquez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Báez Oyanedel]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contener y regular. Nacimiento del desregulado emocional en la educación chilena]]></article-title>
<source><![CDATA[Revista Educación, Política y Sociedad]]></source>
<year>2025</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-35</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palacios Díaz]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Dufraix Tapia]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Sisto Campos]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramírez Casas del Valle]]></surname>
<given-names><![CDATA[L. del.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conteniendo afectos: análisis discursivo de orientaciones educativas en Chile]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2024</year>
<volume>53</volume>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salovey]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Mayer]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Goldman]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Turvey]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Palfai]]></surname>
<given-names><![CDATA[T. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Penneabaker]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Emotion, disclosure, &amp; health]]></source>
<year>1995</year>
<page-range>125-54</page-range><publisher-name><![CDATA[APA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schore]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Modern attachment theory]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gold]]></surname>
<given-names><![CDATA[S. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[APA handbook of trauma psychology: Foundations in knowledge]]></source>
<year>2017</year>
<page-range>389-406</page-range><publisher-name><![CDATA[APA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schore]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The interpersonal neurobiology of intersubjectivity]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schore]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Right brain-to-right brain psychotherapy: Recent scientific and clinical advances]]></article-title>
<source><![CDATA[Annals of General Psychiatry]]></source>
<year>2022</year>
<volume>21</volume>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thierry]]></surname>
<given-names><![CDATA[K. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[T. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Page]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Randall]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[School leader engagement in strategies to support effective implementation of an SEL program]]></article-title>
<source><![CDATA[Social and Emotional Learning: Research, Practice, and Policy]]></source>
<year>2023</year>
<volume>2</volume>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emotion regulation: A theme in search of definition]]></article-title>
<source><![CDATA[Monographs of the Society for Research in Child Development]]></source>
<year>1994</year>
<volume>59</volume>
<numero>2-3</numero>
<issue>2-3</issue>
<page-range>25-52</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Buri&#263;]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Chang]]></surname>
<given-names><![CDATA[M.-L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gross]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2023</year>
<volume>26</volume>
<page-range>1651-96</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zapata-Lamana]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Robles-Campos]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes-Molina]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas-Bravo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Salcedo Lagos]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Chávez-Castillo]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Gajardo-Aguayo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Villalobos]]></surname>
<given-names><![CDATA[J. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanhueza-Campos]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ibarra Mora]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes-Amigo]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Cristi-Montero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Oliva]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Hermosa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-López]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Poblete-Valderrama]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Celis-Morales]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Martorell]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cigarroa]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of video-guided active breaks with curricular content on mental health and classroom climate in Chilean schoolchildren aged 6 to 10: Study protocol for a multicentre randomized controlled trial]]></article-title>
<source><![CDATA[Frontiers in Physiology]]></source>
<year>2024</year>
<volume>15</volume>
<page-range>1-14</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
