<?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>S2739-00632025000402049</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14796826</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de regulación del estrés para la mejora del rendimiento académico: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Stress Regulation Strategies for Improving Academic Performance: A Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Siguas]]></surname>
<given-names><![CDATA[Esther Oriele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coaguila Mayanaza]]></surname>
<given-names><![CDATA[Dante Vidal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chacaltana Pasache]]></surname>
<given-names><![CDATA[Martha Graciela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Calderón]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chalco Cano]]></surname>
<given-names><![CDATA[Ademir Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></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=S2739-00632025000402049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estrés en el ámbito universitario representa un factor determinante que puede influir negativamente en el rendimiento académico del estudiantado, por lo que es crucial identificar estrategias eficaces para su manejo. Esta revisión sistemática (RS) tuvo como propósito identificar las estrategias empleadas por el estudiantado universitario para gestionar el estrés y promover un rendimiento académico favorable. La búsqueda incluyó artículos publicados entre 2019 y 2023, en revistas indexadas en Scopus y Dialnet. Luego de aplicarse diversos criterios de inclusión y exclusión, se sometieron a revisión nueve artículos originales que abordaron la temática principal. El proceso de revisión se realizó conforme a las directrices de la guía PRISMA en su versión 2020, lo que aseguró un proceso metódico, transparente y riguroso. Los resultados revelaron que las universidades implementan diversas estrategias para apoyar al estudiantado a gestionar el estrés, entre las que destacan tutorías, cursos de meditación, apoyo social, desarrollo de habilidades, aplicativos móviles, prácticas religiosas, guías de orientación para estudiantes de primer ciclo y actividades extracurriculares. Se concluye que es fundamental que las universidades organicen cursos específicos que permitan a los estudiantes adquirir habilidades de afrontamiento. Estas iniciativas, lideradas por los servicios universitarios, contribuirán significativamente a reducir el estrés y elevar el desempeño académico del estudiantado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Stress in the university environment represents a critical factor that can negatively impact students' academic performance, making it essential to identify effective strategies for its management. This systematic review aimed to identify the strategies employed by university students to manage stress and promote favorable academic performance. The search included articles published between 2019 and 2023 in journals indexed in Scopus and Dialnet. After applying various inclusion and exclusion criteria, nine original articles addressing the main topic were reviewed. The review process was conducted following the PRISMA guidelines in its 2020 version, ensuring a methodical, transparent, and rigorous approach. The results revealed that universities implement various strategies to support students in managing stress, including tutoring, meditation courses, social support, skill development, mobile applications, religious practices, orientation guides for first-year students, and extracurricular activities. It is concluded that universities must organize specific courses to enable students to acquire coping skills. These initiatives, led by university services, will significantly contribute to reducing stress and enhancing students' academic performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrés académico]]></kwd>
<kwd lng="es"><![CDATA[gestión del estrés]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[academic stress]]></kwd>
<kwd lng="en"><![CDATA[stress management]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
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