<?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>S2739-00632026000102027</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15284555</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional como factor clave en la educación: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence as a key factor in education: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otero Bocanegra]]></surname>
<given-names><![CDATA[Paola Cynthia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condeso Camizan]]></surname>
<given-names><![CDATA[Selman Dennis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quenema Camacho]]></surname>
<given-names><![CDATA[Norma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Palacios]]></surname>
<given-names><![CDATA[Freddy William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Ramos]]></surname>
<given-names><![CDATA[Erick Joel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Frontera  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000102027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000102027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000102027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tiene como propósito analizar la influencia de la inteligencia emocional en el rendimiento académico y en las variables socioemocionales de estudiantes de distintos niveles educativos. A partir de una revisión sistemática de 21 estudios publicados entre 2020 y 2025, se recopilaron evidencias provenientes de América Latina, Europa y Asia que abordan la relación entre inteligencia emocional, logros académicos, bienestar emocional, y compromiso estudiantil. La metodología empleada consistió en la identificación, selección y análisis crítico de artículos disponibles en bases de datos académicas reconocidas, priorizando investigaciones con enfoques cuantitativos, cualitativos y mixtos considerados en la base de datos de SciELO y Scopus. Los resultados revelan que la inteligencia emocional impacta positivamente en el rendimiento académico, fomenta la autoeficacia, la resiliencia y el compromiso con los estudios. Asimismo, se identificó que su desarrollo contribuye a mejorar la comprensión lectora, reducir la deserción universitaria y fortalecer las capacidades socioemocionales, especialmente en contextos virtuales y de educación superior. Finalmente, se concluye que integrar la inteligencia emocional de manera transversal en los procesos educativos favorece no solo el éxito académico, sino también el bienestar emocional y la permanencia estudiantil, respondiendo a los desafíos actuales de equidad, calidad y sostenibilidad en la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this research is to analyze the influence of emotional intelligence on academic performance and socio-emotional variables in students of different educational levels. Based on a systematic review of 21 studies published between 2020 and 2025, evidence was collected from Latin America, Europe, and Asia that addresses the relationship between emotional intelligence, academic achievement, emotional well-being, and student engagement. The methodology used consisted of the identification, selection and critical analysis of articles available in recognized academic databases, prioritizing research with quantitative, qualitative and mixed approaches considered in the SciELO and Scopus databases. The results reveal that emotional intelligence has a positive impact on academic performance, fosters self-efficacy, resilience and commitment to studies. Likewise, it was identified that its development contributes to improving reading comprehension, reducing university dropouts and strengthening socio-emotional skills, especially in virtual and higher education contexts. Finally, it is concluded that integrating emotional intelligence in a transversal way in educational processes favors not only academic success, but also emotional well-being and student permanence, responding to the current challenges of equity, quality, and sustainability in education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[bienestar estudiantil]]></kwd>
<kwd lng="en"><![CDATA[Emotional Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
<kwd lng="en"><![CDATA[Student Well-Being]]></kwd>
</kwd-group>
</article-meta>
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