International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Covid-19: uso y abuso de internet y teléfono móvil en estudiantes universitarios.
Get PDFThe COVID-19 pandemic has caused a change in the life habits of the general population. In the last year, technology has constituted an effective resource for the student, at an academic, social and family level. However, despite the usefulness of new technologies, inappropriate or abusive use can lead to negative consequences in the student’s family, social and academic life. The objective of this work is to analyze the effects that the pandemic caused by COVID-19 has produced on the habits of young university students; use of new technologies, daily time dedicated to the use of the internet and mobile phone, as well as the possible problematic use of them. The simple consisted of 671 university students with different degrees from the University of Jaen. The questionnaire by Oliva et al., (2012) on the habit of using new technologies. The questions refer to the age of onset, level of use, daily time of use before and after COVID-19, type of activities that they habitually carry out on the internet and the problematic use of the internet and mobile phone in the academic, social and family. The results indicate that COVID-19 has caused an increase in the number of hours dedicated to using the internet and mobile phone. The activities for which they use the internet most frequently are academic work, email and social networks, chats or forums. Finally, among those who indicate abusive use of the internet and mobile phone, they indicated having academic, social and family problems. We can conclude that, although there is an increase in the use of new technologies as a result of COVID-19, their use in university students is mainly intended for academic training, although it is also causing some problems in different areas of life of the students.La pandemia provocada por el COVID-19 ha provocado un cambio en los hábitos de vida de la población en general. En el último año, la tecnología ha constituido para el estudiante un recurso eficaz, no solo a nivel académico sino también social y familiar. Sin embargo, a pesar de la utilidad de las nuevas tecnologías, un uso inadecuado o abusivo puede producir consecuencias negativas en la vida familiar, social y académica del estudiante. El objetivo de este trabajo consiste en analizar los efectos que ha producido la pandemia provocada por el COVID-19 en los hábitos de jóvenes universitarios; uso de las nuevas tecnologías, tiempo diario dedicado al uso de internet y teléfono móvil, así como en el posible uso problemático de los mismos. La muestra estaba compuesta por 671 estudiantes universitarios de diferentes titulaciones de la Universidad de Jaén. Se utilizó una adaptación del cuestionario de Oliva et al. (2012) sobre el hábito de uso de las nuevas tecnologías. Las cuestiones hacen referencia a la edad de inicio, nivel de uso, tiempo diario de uso antes y después del COVID-19, tipo de actividades que realizan habitualmente en internet y el uso problemático de internet y el teléfono móvil en el ámbito académico, social y familiar. Los resultados indican que la COVID-19 ha provocado un incremento en el número de horas dedicadas al uso de internet y teléfono móvil. Las actividades para las que utilizan internet con más frecuencia son la realización de trabajos académicos, correo electrónico y redes sociales, chats o foros. Finalmente, aquellos que indican hacer un uso abusivo de internet y teléfono móvil, señalaban tener problemas académicos, sociales y familiares. Podemos concluir que, aunque se produce un aumento en el uso de las nuevas tecnologías como consecuencia del COVID-19, su uso, en estudiantes universitarios se destina mayormente a la formación académica, aunque también está provocando algunos problemas en los diferentes ámbitos de la vida de los estudiantes
El enfoque STEAM y su impacto en los resultados académicos mediados por la creencia de capacidad o autoeficacia. Revisión sistemática
Get PDFWe present a systematic review of the instructional studies published in the last five years on the impact of STEAM approaches on academic results, mediated by self-efficacy through the WOS, Scopus and Frontiers databases, identifying 6495 publications, which, after the screening process, suitability, 8 studies are included. The four of the systematic review, topic and diagram of search terms, inclusion and exclusion criteria, analysis of the quality of the studies, and qualitative results and contribution of the PRISMA are followed. The analysis focused on three types of indicators, a general analysis, an analysis of the instructional components,and an analysis of thelimitations of thestudy. Itcan beconcluded that STEAM approaches positively affect the level of self-efficacy of students and consequently an increase in learning results is achieved.The added value of the work, its implications and applications, as well as future prospects are discussed and the conclusions of the systematic review are specified. Se presenta una revisión sistemática de los estudios instruccionales publicados en los últimos cinco años sobre el impacto de los enfoques STEAM en los resultados académicos, mediados por la autoeficacia a través de las bases de datos WOS, Scopus y Frontiers identificando 6495 publicaciones, que, tras el proceso de cribado, idoneidad, se incluyen 8 estudios. Se siguen las cuatro fases de la revisión sistemática sistemática, comenzando con la selección del tema y el diseño del diagrama de términos de búsqueda, aplicación de criterios de inclusión y exclusión, análisis de la calidad de los estudios, y presentación de los resultados cualitativos y graficación del PRISMA. El análisis se centró en tres tipos de indicadores, un análisis general, un análisis de los componentes instruccionales y un análisis de las limitaciones del estudio. Se puede concluir que los enfoques STEAM inciden positivamente en el nivel de autoeficacia del alumnado y por consiguiente se consigue un incremento de los resultados de aprendizaje. Se discute el valor añadido del trabajo, sus implicaciones y aplicaciones, así como las perspectivas futuras y se concretan las conclusiones de la revisión sistemática
Nuestro objetivo: seguir activas
Get PDFThe relationship and exchange of interests and knowledge of a group of women who have formed an association for 28 years, with the aim of being active, cobbled citizens, a critical mass and with access to educational and cultural resources. Suddenly, surprised by a pandemic, COVID-19, which forces them to block their activity, causes them anxieties and fears and reminds them of the vulnerability of the human being. This situation makes us reschedule again sessions already raised that help them in the reunion to ask themselves why we are an association of women and that the responsibility as such, directs us towards an active aging in which we will arise problems that can cover the area of health, psychosocial and psychological area. We must bear in mind that: “Since the development of the human being lasts while life lasts, old age can also be a source of personal growth and learning”La relación e intercambio de intereses y conocimientos de un grupo de mujeres que forman una asociación desde hace 28 años, con el objetivo de ser ciudadanas activas, emporedadas, una masa crítica y con acceso a recursos educativos y culturales. De pronto, sorprendidas por una pandemia, el COVI-19, les obliga a bloquear su actividad, provoca en ellas ansiedades y miedos y, les recuerda la vulnerabilidad del ser humano. Esta situación, nos hace reprogramar de nuevo sesiones ya planteadas que les ayuden en el reencuentro a preguntarse, el por qué somos una asociación de mujeres y que la responsabilidad como tal, nos dirige hacia un envejecimiento activo en el que nos van a surgir problemas que pueden abarcar el área de la salud, el área psicosocial y la psicológica. Hemos de tener en cuenta que: “Dado que el desarrollo del ser humano dura mientras dura la vida, también la vejez puede ser una fuente decrecimiento personal y aprendizaje
Diseño y aplicación del programa idecol para el abordaje de la dislexia en niños de educación primaria
Get PDFIn recent times there have been programs for the approach to treating dyslexia, together with the traditional and effective instruction of the alphabetic principle and metaphonology, have tried to include other components with the aim of developing accurate and fluent word recognition. With this purpose, the IDECOL program was designed, whose Spanish acronym indicate the components included therein: instruction, decoding, phonemic awareness, frequent spelling and repeated readings. The program was applied individually and outside of a school context to eighteen boys and girls aged 7-12 years who were diagnosed with specific difficulties in learning to read. Researcher-designed measures, as well as standardized ones, were taken at the beginning and end of the intervention. On average, the children received twenty-six one-hour sessions over seventeen weeks in which observance and adherence to the intervention were monitored. The outcomes showed improvements that implied a substantial reduction in errors made in reading and a greater speed in reading words and texts. These positive results denote the need to apply the program in controlled and randomized studies that accurately calibrate its scope and efficacy.En los últimos tiempos han ido apareciendo programas para el abordaje de la dislexia que, junto a la tradicional y eficaz instrucción del principio alfabético y la metafonología, trataban de incluir otros componentes con el objetivo de desarrollar un reconocimiento de palabras preciso y fluido. Con este objetivo, se diseñó el programa IDECOL, cuyas siglas indican los componentes incluidos en el programa: instrucción, decodificación, conciencia fonémica, ortografía frecuente y lecturas repetidas. El programa fue aplicado de forma individualizada y fuera del contexto escolar a dieciocho niños y niñas de entre siete y doce años, diagnosticados con dificultades específicas para el aprendizaje de la lectura. Se tomaron medidas diseñadas por los investigadores, así como medidas estandarizadas, al principio y al final de la intervención. Los niños recibieron en la intervención, de media, veintiséis sesiones de una hora durante diecisiete semanas en las cuales se controló la fidelidad y la adherencia a la misma. Los resultados indicaron mejoras que implicaban una reducción sustancial de los errores cometidos en la lectura y una mayor velocidad en la lectura de palabras y textos. Estos resultados positivos indican la necesidad de aplicar el programa en estudios controlados y aleatorizados que calibren fielmente su alcance y efectividad
La respuesta socio-emocional en tiempos de pandemia de COVID19 en el aula de segundo curso de educación primaria
Get PDFThe consequences caused by the COVID-19 pandemic have generated a deterioration in the socio-emotional development of people, mostly affecting children. This is due to social isolation that produces negative responses in the expression of emotions, feelings and thoughts, promoting social interactions that do not include physical contact. For this reason, through the intervention proposal raised by the educational field, new alternatives have been developed that improve the child’s socio-emotional responses thanks to activities that promote social interaction using body language and emotional expressions through drawing.Las consecuencias provocadas por la pandemia COVID-19, han generado un deterioro en el desarrollo socioemocional de la población, afectando en gran medida a los niños. Esto se debe al aislamiento social que produce respuestas negativas en la expresión de las emociones, sentimientos y pensamientos, fomentando las relaciones sociales desde una perspectiva que no incluya el contacto físico. Por esta razón, a través de la propuesta de intervención planteada desde el ámbito educativo, se han desarrollado nuevas alternativas que mejoren la respuesta socioemocional infantil a través de actividades que impulsan las relaciones sociales a través del lenguaje corporal y la expresión emocional mediante el dibujo
Combatir el bullying para evitar el maltrato en la vida adulta y otras conductas desadaptadas
Get PDFBullying patterns are established at an early age as patterns learned through trial and error. Children and adolescents interact with others and tend to reproduce those behaviors that bring them some kind of satisfaction and stop showing those that do not satisfy them or are repressed. For different reasons, there are children and adolescents who interact with their peers in an abusive way, harassing and submitting them. If we do not prevent, detect and intervene in the face of bullying or bullying, these patterns are likely to be reproduced in adulthood, in the form of mobbing or domestic abuse. On the other hand, victims, either due to factors that led to it or because of the consequences of the harassment suffered, will be more susceptible to continue being it in adult life in the presence of a stalker. It is found that both roles, stalkers and victims, are profiles more susceptible than the general population to suffer, among others, disorders in the psychological field and negative situations such as drug use, having work and relationship problems and even being involved in the commission of crimes, in the case of stalkers.Los patrones de acoso se instauran en edades tempranas como pautas aprendidas mediante el método de ensayo-error. Los niños y adolescentes interactúan con otros y van tendiendo a reproducir aquellas conductas que les aportan algún tipo de satisfacción y a dejar de mostrar las que no les satisfacen o se les reprimen. Por distintas causas hay niños y adolescentes que interactúan con sus compañeros de forma abusiva, acosándoles y sometiéndoles. Si no prevenimos, detectamos e intervenimos ante el acoso escolar o bullying, estos patrones probablemente se reproduzcan en la edad adulta, en forma de mobbing o maltrato doméstico. De otra parte las víctimas, bien sea por factores que propiciaron serlo o bien por las secuelas del acoso sufrido, serán más susceptibles de seguirlo siendo en la vida adulta ante la presencia de algún acosador. Se constata que ambos roles, acosadores y víctimas, son perfiles más susceptibles que la población general de padecer, entre otros, trastornos en el ámbito psicológico y situaciones negativas como pueden ser el consumo de drogas, tener problemas laborales y de pareja e incluso verse involucrados en la comisión de delitos, en el caso de los acosadores
Literacia em saúde mental positiva nos enfermeiros de cuidados de saúde primários
Get PDFIntroduction: Mental health literacy is fundamental for the recognition of mental health problems and early intervention. Its assessment is important to identify knowledge deficits about mental health/mental illness and help define intervention programs to promote mental health literacy, as well as to evaluate these interventions. Objectives: To identify which sociodemographic and contextual variables to illness history and health behaviors interfere with the positive mental health of primary health care nurses; to verify whether there is a relationship between mental health literacy and the positive mental health of primary health care nurses. Methods: Cross-sectional, descriptive and correlational study with a quantitative nature in a sample of 89 nurses working in a cluster of health care centers in the central region of Portugal (ACES-Dão Lafões). The data collection instrument included a questionnaire with questions on sociodemographic characterization, history of mental illness and health behaviors. The Mental Health Literacy Scale (O’Conner et al., 2015) adapted and validated for the Portuguese population by Loureiro and Carvalho (2018), the Positive Mental Health Questionnaire translated and adapted for the Portuguese population by Sequeira, Carvalho, Sampaio, Sá, Lluch-Canut, and Roldán-Merino (2014), and the What is important for a good mental health? (Chaves, Sequeira & Duarte, 2019). Results: The results of the study show a predominance of the female gender (82.0%), with a mean age of 45.60±8.43 years. By the ordering of the mean values the nurses in the sample have high levels of mental health literacy (67.06±7.73). The highest mean values were found in the dimensions: Recognition and appropriate self-help (M=71.34±10.58) and Knowledge about available professional support (M=68.41±16.74). Analysis of the relationship between positive mental health and mental health literacy reveals that nurses with critical literacy have better levels of positive mental health. The variables Predictors of positive mental health were: Male gender, age, years of professional experience, hours of sleep and all dimensions of mental health literacy which explained 24.8% of the variance.Conclusion: The nurses who participated in the study have high levels of Mental Health Literacy (Critical Literacy), with positive and significant associations with positive mental health. This research, shows some of the implications that may result from low levels of mental health literacy, which may prevent early recognition of symptoms and delay help-seeking. The findings make important contributions to the creation of mental health literacy intervention programs for primary health care professionals. Investing in this area with primary care nurses increases the effectiveness of their mental health promotion interventions. Introdução: A literacia em saúde mental é fundamental para o reconhecimento de problemas de saúde mental e intervenção precoce. A sua avaliação é importante para identificar deficits de conhecimento sobre a saúde/doença mental e ajudar na definição de programas de intervenção para a promover a literacia em saúde mental, bem como para a avaliação dessas intervenções. Objetivos: Identificar que variáveis sociodemográficas e contextuais à história de doença e comportamentos de saúde interferem na saúde mental positiva dos enfermeiros doscuidados de saúde primários;verificarseexisterelação entrealiteraciaem saúde mentaleasaúde mental positiva dos enfermeiros dos cuidados de saúde primários. Métodos: Estudo transversal, descritivo-correlacional e de natureza quantitativa numa amostra de 89 enfermeiros a exercerem funções num agrupamento de centros de saúde da região centro de portugal (ACES-Dão Lafões). O instrumento de colheita de dados incluiu um questionário com questões relativas á caracterização sociodemográfica, história de doença mental e comportamentos de saúde. A Escala de Literacia em Saúde Mental (O Conner et al., 2015) adaptada e validada para a população portuguesa por Loureiro e Carvalho (2018), Questionário de Saúde Mental Positiva traduzido e adaptado para a população portuguesa por Sequeira, Carvalho, Sampaio, Sá, Lluch-Canut e Roldán-Merino (2014) e a Escala O que é importante para uma boa saúde mental? (Chaves, Sequeira & Duarte, 2019). Resultados: Os resultados do estudo mostram um predomínio do género feminino (82,0%), com uma idade média de 45,60±8,43 anos. Pela ordenação dos valores da média os enfermeiros da amostra possuem níveis elevados de literacia em saúde mental (67,06±7.73). Os valores médios mais elevados foram encontrados nas dimensões: Reconhecimento e auto ajuda apropriada (M=71,34±10,58) e Conhecimento sobre apoio profissional disponível (M=68.41±16.74). A análise da relação entre a saúde mental positiva e a literacia em saúde mental revela que os enfermeiros com literacia crítica apresentam melhores níveis de saúde mental positiva. As variáveis Preditores da saúde mental positiva foram: O sexo masculino, idade, os anos de experiência profissional, as horas de sono e todas as dimensões da literacia em saúde mental que explicam 24,8% da variação. Conclusão: Os enfermeiros que participaram no estudo possuem níveis elevados de Literacia em Saúde Mental (Literacia Critica), com associações positivas e significativas com a saúde mental positiva. Esta investigação, mostra algumas das implicações que podem resultar de baixos níveis de literacia em saúde mental, podendo impedir o reconhecimento precoce dos sintomas e adiar a procura de ajuda. Os resultados encontrados trazem contributos importantes para a criação de programas de intervenção em literacia em saúde mental nos profissionais dos cuidados de saúde primários. Investir nesta área, junto dos enfermeiros que prestam cuidados de proximidade (CSP) aumenta a eficácia das suas intervenções de promoção da saúde mental.
Onicofagia y covid-19: estudio de caso de un joven adulto con TDHA
Get PDFThe “nail bitting” is a behaviour, which is not very adaptive, and it is presented by some subjects. This pathology provoques on them the necessity of bitting their nails compulsively. If it is not treated precociously tends to perpetuate itself in time, and it is a tendency which is not decreasing with the age. It can be also increased in situations of stress and anxiety. This study will analyze the cognitive-conductual intervention with an adult of 25 years old, who is diagnosed of A.D.D.. The main objective of this research responds to the necessity of eradicate the behaviour of biting his nails during this pandemic stage. The end point of this investigation is to guarantee the fulfillment of the most basic recommendations on the COVID-19 protocol. This type of conduct are very dangerous because of the way the virus is mainly transmitted, which is through the hands, the nail bitting is overly frequent in patients with development issues, particularly those who are afflicted of A.D.D. like ours subject. The intervention who has used cognitive-conductual therapy with negative and positive reinforcers besides infographies of “Consejería de Sanidad de la Junta de Extremadura” emphasising the importance of the basics health measures and hand hygiene has had a high rate of success. The efficacy and efficiency of the therapy is endorsed by itself and it has evolved in a 90 days’ period and which was implemented during the home comfinement provoqued by the COVID-19 pandemic in March, April, May and June. The results demonstrated a slowly decrease of the frequency of nail bitting, acquiring an exponential rate since the first week until the complete eradication in the last weeks of treatment.La onicofagia es una conducta poco adaptativa que presentan algunos sujetos; esta patología les provoca una necesidad de “morder” compulsivamente sus uñas. Si no se trata precozmente tiende a perpetuarse en el tiempo, ya que es una tendencia que no disminuye con la edad, y se ve incrementada significativamente ante situaciones de estrés o de ansiedad. En este estudio de caso se analizará la intervención cognitivo-conductual con un adulto de 25 años diagnosticado de TDAH, cuyo objetivo responde a la necesidad de erradicar la conducta de morderse las uñas durante esta actual etapa pandémica, con la finalidad última de garantizar las recomendaciones más básicas del protocolo COVID-19. Este tipo de conductas, muy peligrosas por la transmisión del virus a través de las manos, son especialmente frecuentesen los pacientescon trastornos del desarrollo,yespecialmenteen jóvenescon TDAH,como en nuestro caso. La intervención, empleando como terapia el método cognitivo-conductual con reforzadores negativos y positivos e infografías de la Consejería de Sanidad de la Junta de Extremadura, que recalcaban la importancia de las medidas básicas de salud e higiene de manos, ha alcanzado una alta tasa de éxito. Este hecho viene avalado por la eficiencia y eficacia de la propia terapia, que duró 90 días, y que se implementó durante el periodo de confinamiento domiciliario provocado por la pandemia Covid-19 entre los meses de marzo, abril, mayo y junio. Los resultados mostraron una disminución paulatina de la frecuencia de morderse las uñas, siendo exponencial desde la primera semana hasta erradicar la misma en las últimas semanas de tratamiento
Tecnologías emergentes en educación inclusiva: realidad virtual y realidad aumentada. Proyecto europeo FORDYSVAR
Get PDFThis contribution presents the work carried out within the European Erasmus + FORDYSVAR project, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years, through the use of emerging technologies, specifically the Virtual Reality (VR) and Augmented Reality (AR) to improve access, participation and educational achievements of students with this learning disability. The purpose is to create a playful, fun and safe learning environment, thus achieving a greater commitment to treatment and improving their quality of life. Among the results derived from this project is the design and creation of a VR and AR application that contributes to the learning of students with dyslexia using User Centered Design as a methodology. The results obtained so far allow us to conclude that emerging technologies (VR and AR) are an interesting treatment route since they offer a playful, safe, controlled and motivating environment for students with dyslexia.En esta contribución se presenta el trabajo realizado dentro del proyecto Europeo Erasmus+ FORDYSVAR, cuyo objetivo principal es contribuir a la inclusión educativa de los estudiantes con dislexia, en edades comprendidas entre los 10 y los 16 años, mediante el uso de tecnologías emergentes, concretamente la Realidad Virtual (RV) y la Realidad Aumentada (RA) para mejorar el acceso, la participación y los logros educativos de los estudiantes con esta dificultad de aprendizaje. El propósito es generar un entorno de aprendizaje lúdico, divertido y seguro consiguiendo de esta manera un mayor compromiso hacia el tratamiento y mejorando su calidad de vida. Entre los resultados derivados de este proyecto se encuentra el diseño y creación de una aplicación de RV y RA que contribuya al aprendizaje de estudiantes con dislexia a partir del Diseño Centrado en el Usuario como metodología. Los resultados obtenidos hasta el momento permiten concluir que las tecnologías emergentes (RV y RA), son una interesante vía de tratamiento ya que ofrecen un entorno lúdico, seguro, controlado y motivador para los estudiantes con dislexia.
Gestión emocional parental y sintomatología infantil durante la pandemia del covid-19
Get PDFThe coronavirus pandemic has created an unexpected health alert situation that has been very stressful for both children and adults. However, few studies have explored to what extent the emotional management of families during confinement may have influenced the mental health of children. Therefore, the aim of the present study was to analyze whether parents’ level of stress, their parenting satisfaction, and their emotion regulation strategies were related to their children’s symptomatology.The study sample consisted of 219 parents of Spanish children aged 3 to 18 years (M = 8.30; SD = 4.35). Participants completed an online form to measure their parenting satisfaction (KPS), perceived stress (PSS-10) and emotional regulation strategies (ERQ) during pandemic confinement. The results indicated that there was a significant relationship between children’s psychological difficulties and parental stress, with parental stress being a predictor of greater child symptomatology. Besides, parental stress was associated with less use of cognitive reappraisal and more use of expressive suppression as emotion regulation strategies. The use of expressive suppression as an emotion regulation strategy was related to higher symptomatology in children. On the other hand, greater parenting satisfaction was associated with lower parental stress and children’s symptomatology. In conclusion, the study findings suggest that parental stress due to the COVID-19 situationhad negative repercussions on the emotional state of their children. Therefore, it is necessary to provide families with resources to facilitate coping with these stressful situations and promote greater family well-being.The coronavirus pandemic has created an unexpected health alert situation that has been verystressful for both children and adults. However, few studies have explored to what extent the emo-tional management of families during confinement may have influenced the mental health of chil-dren. Therefore, the aim of the present study was to analyze whether parents’ level of stress, theirparenting satisfaction, and their emotion regulation strategies were related to their children’s symp-tomatology. The study sample consisted of 219 parents of Spanish children aged 3 to 18 years (M= 8.30; SD= 4.35). Participants completed an online form to measure their parenting satisfaction(KPS), perceived stress (PSS-10) and emotional regulation strategies (ERQ) during pandemic con-finement. The results indicated that there was a significant relationship between children’s psycho-logical difficulties and parental stress, with parental stress being a predictor of greater child symp-tomatology. Besides, parental stress was associated with less use of cognitive reappraisal and moreuse of expressive suppression as emotion regulation strategies. The use of expressive suppressionas an emotion regulation strategy was related to higher symptomatology in children. On the otherhand, greater parenting satisfaction was associated with lower parental stress and children’s symp-tomatology. In conclusion, the study findings suggest that parental stress due to the COVID-19 sit-uation had negative repercussions on the emotional state of their children. Therefore, it is necessaryto provide families with resources to facilitate coping with these stressful situations and promotegreater family well-being.La pandemia por coronavirus ha provocado una situación de alerta sanitaria inesperada que ha resultado muy estresante tanto para niños como para adultos. Sin embargo, escasos estudios han explorado en qué medida la gestión emocional de las familias durante el confinamiento ha podido influir en la salud mental de los menores. Por ello, el objetivo del presente estudio fue analizar si el nivel de estrés de los padres, su satisfacción con la crianza y sus estrategias de regulación emocional estaban relacionadas con la sintomatología de sus hijos. La muestra de este estudio se compuso de 219 padres de niños españoles con edades comprendidas entre 3 y 18 años (M = 8,30; DT = 4,35). Los participantes completaron un formulario online para medir su satisfacción con la crianza (KPS), su estrés percibido (EEP-10) y sus estrategias de regulación emocional (ERQ) durante el confinamiento por la pandemia. Los resultados indicaron que existía una relación significativa entre las dificultades psicológicas de los niños y el estrés de sus padres, siendo el estrés parental un predictor de mayor sintomatología infantil. Asimismo, el estrés parental estuvo asociado con el menor uso de la reevaluación cognitiva y mayor uso de la supresión expresiva como estrategias de regulación emocional. El uso de la supresión expresiva como estrategia de regulación emocional estuvo relacionado con mayor sintomatología en los niños. Por otra parte, la mayor satisfacción parental con la crianza se asoció a un menor estrés parental y sintomatología en los niños. En conclusión, los hallazgos del estudio sugieren que el estrés de los padres debido a la situación del COVID-19 tuvo repercusiones negativas en el estado emocional de sus hijos. Por tanto, es necesario aportar recursos a las familias para facilitar el afrontamiento de estas situaciones estresantes y favorecer un mayor bienestar familiar