<?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>S2665-03982025000102127</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.18148344</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[ESTILOS DE CRIANZA Y APRENDIZAJE INFANTIL: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA CIENTÍFICA RECIENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[PARENTING STYLES AND CHILD LEARNING: A SYSTEMATIC REVIEW OF RECENT SCIENTIFIC LITERATURE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suarez Florian]]></surname>
<given-names><![CDATA[Estela Veronica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega Vilca]]></surname>
<given-names><![CDATA[Carlos Sixto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></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>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>6</volume>
<numero>13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982025000102127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982025000102127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982025000102127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio tuvo como objetivo analizar la relación entre los estilos de crianza y el aprendizaje infantil a partir de la evidencia científica reciente. Se desarrolló una revisión sistemática de la literatura bajo las directrices de la declaración PRISMA 2020, lo que garantizó un proceso transparente y reproducible. La búsqueda se realizó en la base de datos Scopus, abarcando el periodo 2020-2025, e incluyó artículos originales y revisiones sistemáticas sobre dimensiones cognitivas, emocionales y académicas del aprendizaje infantil. De un total de 103 artículos identificados, se seleccionaron 12 estudios que cumplían los criterios de inclusión y calidad metodológica. Los resultados evidenciaron que el estilo de crianza autoritativo promovió un mejor desarrollo cognitivo, emocional y académico, mientras que los estilos autoritario, permisivo y negligente se asociaron con un menor ajuste socioemocional y bajo rendimiento escolar. Asimismo, se identificaron variables mediadoras como el compromiso académico, la autorregulación y la autoestima, que influyen en los efectos de la crianza sobre el aprendizaje. Se concluyó que los entornos parentales basados en apoyo afectivo y límites claros favorecen una educación integral, recomendándose fortalecer la comunicación y la empatía en los programas de orientación familiar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study aimed to analyze the relationship between parenting styles and children's learning based on recent scientific evidence. A systematic literature review was conducted following the PRISMA 2020 guidelines, ensuring a transparent and reproducible process. The search was performed in the Scopus database, covering the period 2020-2025, and included original articles and systematic reviews on cognitive, emotional, and academic dimensions of children's learning. Of the 103 articles identified, 12 studies were selected that met the inclusion and methodological quality criteria. The results showed that the authoritative parenting style promoted better cognitive, emotional, and academic development, while the authoritarian, permissive, and neglectful styles were associated with lower socio-emotional adjustment and poor academic performance. Furthermore, mediating variables such as academic engagement, self-regulation, and self-esteem were identified as influencing the effects of parenting on learning. It was concluded that parental environments based on emotional support and clear boundaries promote a comprehensive education, and it was recommended to strengthen communication and empathy in family guidance programs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estilos de crianza]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje infantil]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="en"><![CDATA[Parenting styles]]></kwd>
<kwd lng="en"><![CDATA[child learning]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[systematic revie]]></kwd>
</kwd-group>
</article-meta>
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