<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982024000202074</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14063779</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[COMPETENCIAS SOCIOEMOCIONALES Y LA PRÁCTICA PEDAGÓGICA EN UNA INSTITUCIÓN DE EDUCACIÓN BÁSICA PRIMARIA]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIO-EMOTIONAL COMPETENCIES AND PEDAGOGICAL PRACTICE IN A BASIC PRIMARY EDUCATION INSTITUTION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas de Comeca]]></surname>
<given-names><![CDATA[Emma de Jesús Ynga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olivera Ylla]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Mendoza]]></surname>
<given-names><![CDATA[Pedro Nicolas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Trujillo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Central de Venezuela  ]]></institution>
<addr-line><![CDATA[Caracas ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>5</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982024000202074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982024000202074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982024000202074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue analizar la relación entre las competencias socioemocionales (SEC) y la práctica pedagógica de docentes de primaria. Se realizó un estudio cuantitativo correlacional con una muestra censal de 20 docentes de un centro educativo en Bagua, Perú. Las SEC fueron evaluadas con un instrumento de Zych et al., (2018), y la práctica docente, con el modelo de Martínez et al., (2020). Los resultados muestran una correlación positiva significativa entre las dimensiones de las SEC (autoconciencia, autorregulación, conciencia social, toma de decisiones) y la práctica docente, con p-valores menores a 0.05. Esto sugiere que un mayor dominio de SEC está relacionado con una práctica pedagógica más efectiva. Se concluye que es crucial incluir el desarrollo de SEC en la formación docente para mejorar el desempeño y el bienestar de los maestros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to analyze the relationship between socio-emotional competencies (SEC) and the pedagogical practice of primary school teachers. A quantitative correlational study was carried out with a census sample of 20 teachers from an educational center in Bagua, Peru. SECs were evaluated with an instrument by Zych et al., (2018), and teaching practice, with the model of Martínez et al., (2020). The results show a significant positive correlation between the dimensions of SEC (self-awareness, self-regulation, social awareness, decision-making) and teaching practice, with p-values less than 0.05. This suggests that greater mastery of ECS is related to more effective pedagogical practice. It is concluded that it is crucial to include the development of SEC in teacher training to improve teacher performance and well-being.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[autoconciencia]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[conciencia social]]></kwd>
<kwd lng="en"><![CDATA[Socio-emotional competencies]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[awareness]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[social awareness]]></kwd>
</kwd-group>
</article-meta>
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