[en] Emotional self-regulation is an essential component in the socioemotional development of individuals, with childhood being a critical period, as it is in the early years when the brain develops, attachment bonds are established and the child learns to experience and manage emotions, mainly through modeling and parental responses. Therefore, the main goal of this research is to evaluate the stress levels in parents and the emotional self-regulation levels in children aged three to six years, to subsequently analyze the relationship between the two. To this end, a study was conducted in which an online questionnaire was designed, including two standardized instruments: the Perceived Stress Scale (PSS), to measure parental stress, and the Emotion Regulation Checklist (ERC), to measure parents' perception of their children's emotional self-regulation. The sample of this study is composed of 73 parents (35.6% fathers and 64.4% mothers) and the results indicate that the stress level of the parents is moderate, and the emotional self-regulation level of the children is medium-high. Likewise, the results suggest that there are hardly any differences in the level of stress between men and women. Furthermore, it has been observed that the higher the level of parental stress, the lower the level of children?s emotional self-regulation, with this correlation being stronger when the stress is experienced by men. Thus, schools need to make an effort to promote emotional self-regulation so as to ensure the proper development of all students, especially of those who may have family difficulties. Consequently, this study includes several recommendations that could be useful for the promotion of emotional self-regulation within the educational context.

[es] La autorregulaci?n emocional es un componente esencial en el desarrollo socioemocional de las personas, siendo la infancia un periodo cr?tico, pues en ella se desarrolla el cerebro, se establecen los v?nculos de apego y se aprende a experimentar y manejar las emociones, principalmente a trav?s del modelado y de las respuestas de los progenitores. Por tanto, el principal objetivo de esta investigaci?n es evaluar el nivel de estr?s en padres y madres y el nivel de autorregulaci?n emocional en ni?os/as de tres a seis a?os, para posteriormente analizar la relaci?n entre ambos. Para ello, se ha llevado a cabo un estudio en el que se ha dise?ado un cuestionario online que incluye dos instrumentos estandarizados: la Perceived Stress Scale (PSS), para la medici?n del estr?s parental, y el Emotion Regulation Checklist (ERC), para medir la percepci?n de los progenitores sobre la autorregulaci?n emocional de sus hijos/as. La muestra de este estudio est? compuesta por 73 padres (35.6%) y madres (64.4%) y los resultados obtenidos indican que el nivel de estr?s de los progenitores es moderado y el nivel de autorregulaci?n emocional de los ni?os/as es medio-alto. De igual forma, los resultados sugieren que apenas existen diferencias en el nivel de estr?s entre hombres y mujeres. Adem?s, se ha observado que cuanto mayor es el nivel de estr?s parental, menor es el nivel de autorregulaci?n emocional de los hijos/as, siendo esta correlaci?n m?s fuerte cuando el estr?s es experimentado por los hombres. Es necesario que la escuela se esfuerce por promocionar la autorregulaci?n emocional, con el fin de garantizar el correcto desarrollo de todo el alumnado y especialmente de aquellos alumnos/as que puedan tener dificultades familiares. Por ello, se incluyen una serie de recomendaciones que podr?an ser de utilidad para dicha promoci?n de la autorregulaci?n emocional desde el contexto educativo.