<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402042</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14788725</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las competencias socioemocionales de los estudiantes: una revisión literaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Students' socioemotional competencies: a literature review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meléndez Castañeda]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Chimbote ]]></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>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402042&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente artículo es conocer los diferentes modelos teóricos que subyacen en la comprensión de las competencias socioemocionales, con el fin de determinar las áreas de mayor desarrollo y aquellas que todavía precisan una atención investigativa más profunda. Para esto, se implementó una metodología de enfoque cualitativo, complementada con una exhaustiva revisión bibliográfica. Esta revisión se llevó a cabo utilizando bases de datos de prestigio y reconocimiento en el ámbito académico, tales como: Scopus, Google Académico, Redalyc y Sciel. Los trabajos seleccionados fueron gestionados y organizados mediante Mendeley, lo que facilitó el análisis sistemático de la literatura existente. También, se examinaron las propuestas de Goleman y Gardner, quienes ofrecen fundamentos sólidos para comprender la inteligencia emocional y las habilidades interpersonales. Estas teorías han influido de manera significativa en la forma de concebir las competencias socioemocionales, pues han puesto de relieve la importancia de factores tales como la autoconciencia y la motivación intrínseca. De esta manera, se presenta un panorama de las líneas de investigación más consolidadas, evidenciando una creciente atención a la educación socioemocional en entornos formales e informales. En conclusión, las competencias socioemocionales emergen como un componente esencial del crecimiento humano integral, ya que pueden fortalecerse a través de prácticas educativas sistemáticas y experiencias cotidianas que promuevan la resiliencia y el bienestar colectivo. Se invita a la comunidad académica a profundizar en nuevas metodologías de intervención y evaluación, con miras a fomentar una sociedad más empática, colaborativa y emocionalmente consciente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to understand the different theoretical models underlying the understanding of socio-emotional competencies, in order to determine the areas of greatest development and those that still require more in-depth research attention. To this end, a qualitative approach methodology was implemented, complemented by an exhaustive bibliographic review. This review was carried out using prestigious and recognized databases in the academic field, such as: Scopus, Google Scholar, Redalyc and Sciel. The selected works were managed and organized using Mendeley, which facilitated the systematic analysis of the existing literature. Also, the proposals of Goleman and Gardner were examined, who offer solid foundations for understanding emotional intelligence and interpersonal skills. These theories have significantly influenced the way socio-emotional competencies are conceived, as they have highlighted the importance of factors such as self-awareness and intrinsic motivation. In this way, an overview of the most consolidated lines of research is presented, evidencing a growing attention to socio-emotional education in formal and informal environments. In conclusion, socio-emotional competencies emerge as an essential component of integral human growth, since they can be strengthened through systematic educational practices and daily experiences that promote resilience and collective well-being. The academic community is invited to delve into new intervention and evaluation methodologies, with a view to fostering a more empathetic, collaborative and emotionally aware society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[competencias socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[socio-emotional competencies]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
</kwd-group>
</article-meta>
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