<?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>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282023000100007</article-id>
<article-id pub-id-type="doi">10.6018/analesps.472201</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic stress and adaptation to university life: mediation of cognitive-emotional regulation and social support]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrés académico y adaptación a la vida universitaria: mediación de la regulación cognitivo-emocional y el apoyo social]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restrepo]]></surname>
<given-names><![CDATA[Jorge Emiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedoya-Cardona]]></surname>
<given-names><![CDATA[Erika Yohanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuartas-Montoya]]></surname>
<given-names><![CDATA[Gina Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassaretto]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilela]]></surname>
<given-names><![CDATA[Patty]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cooperativa de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>62</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282023000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282023000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282023000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: University life involve personal, social, academic, and institutional challenges to which the students must adapt not only to achieve academic success but also to guarantee a good physical and mental health during the career. This period can be influenced by stressful situations that can affect at personal and academic level. The objective of the present study was to determine, through an analysis with structural equations, whether various cognitive-emotional regulation strategies and perceived social support, act as mediators of the effect of stress on adaptation to university life in 555 Colombian university students (437 women, 78.7%) with ages from 16 to 49 years (M= 22.83; SD= 4.774). The results show that the cognitive-emotional regulation strategies positive (Focus and Reappraisal), negative (Rumination, Self-blame and Blaming others) and social support are mediators of the effect of stress on adaptation to university life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La vida universitaria implica retos personales, sociales, académicos e institucionales a los que los estudiantes deben adaptarse no sólo para lograr el éxito académico sino también para garantizar una buena salud física y mental durante la carrera. Este periodo puede estar influenciado por situaciones estresantes que pueden afectar a nivel personal y académico. El objetivo del presente estudio fue determinar, mediante un análisis con ecuaciones estructurales, si diversas estrategias de regulación cognitivo-emocional y el apoyo social percibido, actúan como mediadores del efecto del estrés sobre la adaptación a la vida universitaria en 555 estudiantes universitarios colombianos (437 mujeres, 78,7%) con edades comprendidas entre los 16 y los 49 años (M= 22,83; DT= 4,774). Los resultados muestran que las estrategias de regulación cognitivo-emocional positivas (Focalización y Reinterpretación), negativas (Rumiación, Autoculpabilización y Culpar a otros) y el apoyo social son mediadores del efecto del estrés sobre la adaptación a la vida universitaria.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="en"><![CDATA[Adaptation to university life]]></kwd>
<kwd lng="en"><![CDATA[Cognitive-emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[Social support]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
<kwd lng="es"><![CDATA[Estrés]]></kwd>
<kwd lng="es"><![CDATA[Adaptación a la vida universitaria]]></kwd>
<kwd lng="es"><![CDATA[Regulación cognitivo-emocional]]></kwd>
<kwd lng="es"><![CDATA[Apoyo social]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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