<?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>S2739-00632025000300108</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14020531</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio predictivo de satisfacción académica virtual en la tolerancia a la frustración desarrollada en universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Predictive Study of Virtual Academic Satisfaction in Frustration Tolerance Developed in University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Saldaña]]></surname>
<given-names><![CDATA[Kelly Yulissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervantes Velásquez]]></surname>
<given-names><![CDATA[Deny Flor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salas Cardenas]]></surname>
<given-names><![CDATA[Jaqueline Brillith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Vega]]></surname>
<given-names><![CDATA[Celina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palomino-Ccasa]]></surname>
<given-names><![CDATA[Joel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Tarapoto ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Tarapoto ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Tarapoto ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Tarapoto ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Tarapoto ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación virtual fue un medio importante para lograr los objetivos académicos durante la pandemia y, después de esta, su utilidad ha prevalecido. Sin embargo, cuando surgió, se detectaron problemas de salud mental en alumnos y profesores, por lo cual es necesario predecir la satisfacción académica virtual y la tolerancia a la frustración de los universitarios (objetivo de este estudio). Este artículo presenta un estudio cuantitativo, no experimental, de tipo predictivo-transversal, realizado con una muestra de 900 universitarios de entre 17 y 40 años (M = 23.20; DS = 3.86). Para ello, se utilizaron la Escala de Satisfacción Académica Virtual (ESAV) y la Escala de Tolerancia a la Frustración (ETF). Los resultados evidenciaron que la satisfacción académica virtual, junto con la satisfacción con los entornos virtuales y con los servicios virtuales, predicen de manera positiva el nivel de tolerancia a la frustración. Sin embargo, se encontró que la satisfacción con las clases virtuales no se relaciona ni predice la tolerancia a la frustración en los universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Virtual education was an important means to achieve academic goals during the pandemic and, after the pandemic, its usefulness has prevailed. However, when it emerged, mental health problems were detected in students and teachers, so it is necessary to predict virtual academic satisfaction and frustration tolerance in university students (the aim of this study). This article presents a quantitative, non-experimental, predictive-cross-sectional study, conducted with a sample of 900 university students between 17 and 40 years of age (M = 23.20; SD = 3.86). The Virtual Academic Satisfaction Scale (VASS) and the Frustration Tolerance Scale (FTS) were used. The results showed that virtual academic satisfaction, together with satisfaction with virtual environments and virtual services, positively predicted the level of frustration tolerance. However, it was found that satisfaction with virtual classes is neither related to nor predictive of frustration tolerance in university students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[adaptación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[student adaptation]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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