This article provides an updated overview about the studies on emotion regulation in children and adolescents from the perspective of developmental psychology. It is mainly based on articles published in indexed psychology journals between the years 2001 and 2016. Conceptual aspects of the definition of emotional regulation are discussed, followed by an examination of neurobiological and environmental influences that impact the regulation of emotion during infancy and adolescence. Finally, characteristics of the development of the regulatory processes are analyzed from infancy to late adolescence, emphasizing the vital regulatory scopes for each period. The ultimate goal of this paper is to provide a documented basis for the study of emotion regulation in Colombian children and adolescents, a neglected population in regards to this topic. Keywords: Emotion regulation, Emotion development, Child development, Children, Adolescents. ResumenEl presente artículo ofrece un panorama actualizado de lo que ha constituido el estudio de la regulación emocional en la infancia y la adolescencia desde la perspectiva de la psicología del desarrollo. El documento se basa principalmente en la revisión de publicaciones de revistas indexadas entre los años 2001 y 2016. En primer lugar, se discuten los aspectos conceptuales de la definición de regulación emocional, luego se examinan influencias neurobiológicas y ambientales sobre los mecanismos regulatorios para finalmente analizar las características del desarrollo de los procesos de regulación emocional desde la infancia temprana hasta el final de la adolescencia, enfatizando en los alcances para cada período vital. El objetivo último de esta revisión es proporcionar un fundamento teórico sólido para el estudio de la regulación emocional en niños y adolescentes colombianos, una población que aun no ha sido objeto de investigación en cuanto a este tema.

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The main objective of this work was to explore the configuration of those elements that allow students to better adapt to university environments and persist even in the presence of difficulties. The sample consisted of 371 undergraduate students (60% female), of low socioeconomic level, enrolled in public universities in the Caribbean region of Colombia. The methodological approach was based on a cluster analysis, in which, using the hierarchical agglomerative method, groups were extracted according to their similar characteristics of resilience in 12 dimensions assessed by the SV-RES scale and subsequent analyses of variance reported how each style was associated with engagement, and with a particular constitution of personal support networks, assessed respectively with the UWES-S scale, and from a square matrix of reticular data on the social networks of each participant. The results showed four profiles of students, characterized by: a) low resilience, high engagement, and strong support networks; b) resilience with low engagement, and dispersed support networks; c) resilience with high autonomy, intermediate levels of engagement, and weak support networks; and d) resilience, high engagement, and strong social support networks.