<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000100255</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implicaciones emocionales en maestros de Educación Infantil y las familias en pandemia en España]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implicações emocionais em professores e famílias da Educação Infantil em uma pandemia na Espanha]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional implications for Early Childhood Education teachers and families during the pandemic in Spain]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otero-Mayer]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Benito]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-de-Rozas]]></surname>
<given-names><![CDATA[Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia (UNED)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>255</fpage>
<lpage>269</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000100255&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Debido a la pandemia sufrida por el COVID-19, se ha vivido una situación única hasta el momento, el confinamiento, con el consiguiente cierre de colegios y negocios a nivel mundial. El objetivo de este estudio ha sido analizar qué implicaciones emocionales ha conllevado este confinamiento en niños y niñas de educación infantil, en sus progenitores y en sus maestros y maestras. Es por ello por lo que se ha desarrollado un estudio exploratorio a través de dos cuestionarios en línea aplicados a una muestra de 1 235 docentes de escuelas públicas, privadas y concertadas de Educación Infantil de todas las Comunidades Autónomas de España y de 1 266 familias con hijos e hijas que asisten a dichos centros (con edades comprendidas entre los 0 y 6 años). Este cuestionario se ha respondido durante el confinamiento más restrictivo en España, en los meses de abril y mayo de 2020. Los resultados muestran que el aislamiento ha producido cambios a nivel emocional tanto en progenitores como en sus hijos e hijas, existiendo diferencias estadísticamente significativas en función de las diversas variables analizadas, como el número de hijos o su año de nacimiento. Esta situación de confinamiento también ha generado, a su vez, diferencias en la percepción del estrés por parte de los docentes, que no han tenido la formación necesaria para poder afrontar esta nueva realidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Devido à pandemia sofrida pelo COVID-19, vive-se até ao momento uma situação única, o confinamento, com o consequente encerramento de escolas e empresas em todo o mundo. O objetivo deste estudo foi analisar quais as implicações emocionais que esse confinamento trouxe em meninos e meninas na educação infantil, em seus pais e em seus professores. É por isso que um estudo exploratório foi desenvolvido através de dois questionários online aplicados a uma amostra de 1.235 professores de escolas públicas, privadas e de educação infantil em todas as Comunidades Autônomas da Espanha e 1.266 famílias com filhos e filhas que frequentam esses centros ( idade entre 0 e 6 anos). Este questionário foi respondido durante o confinamento mais restritivo da Espanha, nos meses de abril e maio de 2020. Os resultados mostram que o isolamento produziu mudanças a nível emocional tanto nos pais como nos filhos e filhas, com diferenças estatisticamente significativas em função as diversas variáveis &#8203;&#8203;analisadas, como o número de filhos ou o ano de nascimento. Essa situação de confinamento também gerou, por sua vez, diferenças na percepção do estresse por parte dos professores, que não tiveram a formação necessária para poder enfrentar essa nova realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Due to the pandemic suffered by COVID-19, a unique situation of confinement has been experienced so far, with the consequent closure of schools and businesses worldwide. The objective of this study has been to analyze the emotional implications of this confinement on children in Early Childhood Education, their parents and in their teachers. For this purpose, an exploratory study has been developed, through two online questionnaires, applied to a sample of 1235 teachers of public, private and concerted schools of Children's Education of all the Autonomous Communities of Spain and 1266 families with sons and daughters who attend these centers (aged between 0 and 6 years). This questionnaire has been answered during the most restrictive confinement in Spain, during the months of April and May 2020. The results show that confinement has produced changes at the emotional level in both parents and their sons and daughters, with statistically significant differences, depending on various variables analyzed. This situation has also generated differences in the perception of stress on the part of teachers has not felt to have the necessary training to be able to face this new reality.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[participación familiar]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[treinamento de professor]]></kwd>
<kwd lng="pt"><![CDATA[envolvimento da família]]></kwd>
<kwd lng="en"><![CDATA[well-being]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[family involvement]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bartlett]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Griffin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Thomson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resources for supporting children&#8217;s emotional well-being during the COVID-19 pandemic]]></article-title>
<source><![CDATA[Child Trends]]></source>
<year>2020</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bassok]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Michie]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cubides-Mateus]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Doromal]]></surname>
<given-names><![CDATA[J. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Kiscaden]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Divergent Experiences of Early Educators in Schools and Child Care Centers during COVID-19: Findings from Virginia]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Virginia ]]></publisher-loc>
<publisher-name><![CDATA[University of Virginia. EdPolicyWorks]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berasategi Sancho]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[IdoiagaMondragón]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[DosilSantamaría]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[EigurenMunitis]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[PikatzaGorrotxategi]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ozamiz Echevarria]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Las voces de los niños y de las niñas en situación de confinamiento por el COVID-19.]]></source>
<year>2020</year>
<publisher-name><![CDATA[Universidad del País Vasco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bravo-Gómez]]></surname>
<given-names><![CDATA[B. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Oviedo-Gutiérrez]]></surname>
<given-names><![CDATA[A. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrés emocional debido al aislamiento social por la pandemia covid-19 en progenitores de familias vulnerables]]></article-title>
<source><![CDATA[Polo del Conocimiento]]></source>
<year>2020</year>
<volume>5</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>579-91</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cifuentes-Faura]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Consecuencias en los Niños del Cierre de Escuelas por Covid-19: El Papel del Gobierno, Maestros y Progenitores]]></article-title>
<source><![CDATA[Revista Internacional de Educación para la Justicia Social]]></source>
<year>2020</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cortegiani]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ingoglia]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Ippolito]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Giarratano]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Einav]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A systematic review on the efficacy and safety of chloroquine for the treatment of COVID-19]]></article-title>
<source><![CDATA[Journal of Critical Care]]></source>
<year>2020</year>
<volume>57</volume>
<page-range>279-83</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Pablos]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El bienestar emocional del profesorado en los centros TIC como factor de innovación educativa]]></article-title>
<source><![CDATA[RELATEC - Revista Latinoamericana de Tecnología Educativa]]></source>
<year>2008</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>45-55</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dueñas]]></surname>
<given-names><![CDATA[M.L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Importancia de la inteligencia emocional: un nuevo reto para la orientación educativa]]></article-title>
<source><![CDATA[Revista Educación XXI]]></source>
<year>2002</year>
<volume>5</volume>
<page-range>77-96</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Erades]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Sabuco]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacto psicológico del confinamiento por la COVID-19 en niños españoles: un estudio transversal]]></article-title>
<source><![CDATA[Revista de Psicología Clínica con Niños y Adolescentes]]></source>
<year>2020</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>27-34</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M.E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Bienestar Emocional en Educación: Empecemos por los Maestros]]></source>
<year>2017</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gassman-Pines]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ananat]]></surname>
<given-names><![CDATA[E. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Fitz-Henley]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[COVID-19 and Parent-Child Psychological Well-being]]></article-title>
<source><![CDATA[Pediatrics]]></source>
<year>2020</year>
<volume>146</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Consecuencias de las propuestas educativas en la salud socioemocional de diversos actores educativos]]></article-title>
<source><![CDATA[Revista Latinoamericana de Estudios Educativos]]></source>
<year>2020</year>
<volume>50</volume>
<numero>núm. Esp.</numero>
<issue>núm. Esp.</issue>
<page-range>241-8</page-range><publisher-loc><![CDATA[(México) ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiao]]></surname>
<given-names><![CDATA[W. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[L. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Fang]]></surname>
<given-names><![CDATA[S. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiao]]></surname>
<given-names><![CDATA[F. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Pettoello-Mantovani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Behavioral and emotional disorders in children during the COVID-19 epidemic]]></article-title>
<source><![CDATA[Journal Pediatrics]]></source>
<year>2020</year>
<volume>221</volume>
<page-range>264-6</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<collab>John Hopkins University</collab>
<source><![CDATA[Novel Coronavirus (COVID-19) Cases, provided by JHU CSSE]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mattern]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bauer]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2014</year>
<volume>43</volume>
<page-range>58-68</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mora]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Qué son las emociones?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bisquerra]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[¿Cómo educar las emociones? La inteligencia emocional en la infancia y la adolescencia.]]></source>
<year>2012</year>
<page-range>14-23</page-range><publisher-loc><![CDATA[Esplugues de Llobregat (Barcelona) ]]></publisher-loc>
<publisher-name><![CDATA[Hospital de Sant Joan de Déu]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morelli]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cattelino]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Baiocco]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Trumello]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Babore]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Candelori]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Chirumbolo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Parents and Children During the COVID-19 Lockdown: The Influence of Parenting Distress and Parenting Self-Efficacy on Children's Emotional Well-Being.]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2020</year>
<volume>11</volume>
<page-range>2584</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moss]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Allen]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Bradbury]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Duncan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Harmey]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Levy]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Primary teachers' experience of the COVID-19 lockdown Eight key messages for policymakers going forward]]></source>
<year>2020</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[UCL Institute of Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[L. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[L. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Tapia]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[de León]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepción social del Covid-19 desde el malestar emocional y las competencias socioemocionales en mexicanos]]></article-title>
<source><![CDATA[Acta Universitaria]]></source>
<year>2020</year>
<volume>30</volume>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Patrick]]></surname>
<given-names><![CDATA[S. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Henkhaus]]></surname>
<given-names><![CDATA[L. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Zickafoose]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lovell]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Halvorson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Loch]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Letterir]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Well-being of parents and children during the COVID-19 pandemic: a national survey]]></article-title>
<source><![CDATA[Pediatrics]]></source>
<year>2020</year>
<volume>146</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pelechano]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Peñate]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramírez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bienestar emocional e inteligencia en la pubertad y la adolescencia]]></article-title>
<source><![CDATA[Análisis y modificación de conducta]]></source>
<year>2005</year>
<volume>31</volume>
<numero>140</numero>
<issue>140</issue>
<page-range>655-79</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pena]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Extremera]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inteligencia emocional percibida en profesorado de Primaria y su relación con los niveles de burnout e ilusión por el trabajo (engagement)]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2012</year>
<volume>359</volume>
<page-range>604627</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pena]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Repetto]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estado de la investigación en España sobre la Inteligencia Emocional en el ámbito educativo]]></article-title>
<source><![CDATA[Revista electrónica de investigación Psicoeducativa]]></source>
<year>2008</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>400-20</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez-Escoda]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Filella]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Soldevila]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Fondevila]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación de un programa de educación emocional para profesorado de primaria.]]></article-title>
<source><![CDATA[Educación XX1]]></source>
<year>2013</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>233-53</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pertegal-Felices]]></surname>
<given-names><![CDATA[M.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Castejón-Costa]]></surname>
<given-names><![CDATA[J.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M.A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencias socioemocionales en el desarrollo profesional del maestro]]></article-title>
<source><![CDATA[Educación XXI]]></source>
<year>2011</year>
<volume>14</volume>
<page-range>237-60</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ramos-Huenteo]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[García-Vásquez]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Olea-González]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lobos-Peña]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Sáez-Delgado]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepción docente respecto al trabajo pedagógico durante la COVID-19]]></article-title>
<source><![CDATA[CienciAméRica]]></source>
<year>2020</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>334-53</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reeve]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivación y emoción]]></source>
<year>1994</year>
<volume>Vol. 3</volume>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Román]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Fores]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Calandri]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Gautreaux]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Antúnez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ordehi]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Calle]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Poenitz]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[K.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Torresi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Barcelo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Conejo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ponnet]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Allegri]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resiliencia en docentes en distanciamiento social preventivo obligatorio durante la pandemia de COVID-19]]></article-title>
<source><![CDATA[Journal of Neuroeducation]]></source>
<year>2020</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>76-87</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandín]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Valiente]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[García-Escalera]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chorot]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacto psicológico de la pandemia de COVID-19: Efectos negativos y positivos en población española asociados al periodo de confinamiento nacional]]></article-title>
<source><![CDATA[Revista de Psicopatología y Psicología Clínica]]></source>
<year>2020</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spinelli]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Lionetti]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Pastore]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fasolo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Parents' stress and children's psychological problems in families facing the COVID-19 outbreak in Italy]]></article-title>
<source><![CDATA[Front. Psychol.]]></source>
<year>2020</year>
<volume>11</volume>
<page-range>1713</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trujillo-Sáez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández-Navas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Montes-Rodríguez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Segura-Robles]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alaminos-Romero]]></surname>
<given-names><![CDATA[F.J.,]]></given-names>
</name>
<name>
<surname><![CDATA[Postigo-Fuentes]]></surname>
<given-names><![CDATA[A.Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[Panorama de la educación en España tras la pandemia de COVID-19: la opinión de la comunidad educativa]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Fad.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[van Uden]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ritzen]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Pieters]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[I think I can engage my students. teachers´ perceptions of student engagement and their beliefs about being a teacher]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2013</year>
<volume>32</volume>
<page-range>43-54</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<collab>UNESCO</collab>
<source><![CDATA[Impacto del COVID en la educación]]></source>
<year>2020</year>
<publisher-name><![CDATA[UNESCO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<collab>UNICEF</collab>
<source><![CDATA[Impacto de la crisis por covid-19 sobre los niños y niñas más vulnerables]]></source>
<year>2020</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Unicef]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<collab>United Nations</collab>
<source><![CDATA[Policy Brief: Covid-19 and the Need for Action on Mental Health]]></source>
<year>2020</year>
<publisher-name><![CDATA[United Nations]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vaello]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[El profesor emocionalmente competente. Un post sobre "aulas" turbulentas.]]></source>
<year>2009</year>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vesely]]></surname>
<given-names><![CDATA[A.K.]]></given-names>
</name>
<name>
<surname><![CDATA[Saklofske]]></surname>
<given-names><![CDATA[D.H.]]></given-names>
</name>
<name>
<surname><![CDATA[Nordstokke]]></surname>
<given-names><![CDATA[D.W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[EI training and pre-service teacher wellbeing]]></article-title>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2014</year>
<volume>65</volume>
<page-range>81-5</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villafuerte]]></surname>
<given-names><![CDATA[J.S.]]></given-names>
</name>
<name>
<surname><![CDATA[Bello]]></surname>
<given-names><![CDATA[J.E.]]></given-names>
</name>
<name>
<surname><![CDATA[Pantaleón]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Bermello]]></surname>
<given-names><![CDATA[J.O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rol de los docentes ante la crisis del covid-19, una mirada desde el enfoque humano]]></article-title>
<source><![CDATA[Revista Electrónica Formación y Calidad Educativa (REFCalE)]]></source>
<year>2020</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>134-50</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<collab>WHO</collab>
<source><![CDATA[Mental Health and Psychosocial Considerations During the COVID-19 Outbreak]]></source>
<year>2020</year>
<publisher-name><![CDATA[WHO]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
