<?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>S2739-00632025000300153</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14502282</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos de afrontamiento y bienestar psicológico como predictores del burnout en docentes de educación básica regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Coping styles and psychological well-being as predictors of burnout in regular basic education teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano Quiroz]]></surname>
<given-names><![CDATA[Aliz Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></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=S2739-00632025000300153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000300153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000300153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación tuvo como objetivo determinar en qué medida los estilos de afrontamiento y el bienestar psicológico predicen el burnout en docentes de educación básica regular de San Miguel. Se utilizó un enfoque cuantitativo con un diseño de investigación empírica y estrategia asociativa, orientada a la predicción de comportamientos. La recolección de datos se llevó a cabo utilizando tres instrumentos: el Inventario de Burnout de Maslach (MBI), la Escala de Bienestar Psicológico BIEPS-A y el COPE-28. La muestra estuvo conformada por 300 docentes de instituciones educativas de educación básica regular en San Miguel. Los resultados principales indicaron que tanto los estilos de afrontamiento como el bienestar psicológico explican el 8.28 % de la variabilidad del burnout, con un coeficiente de determinación de R² = .0828. Al analizar por separado, el afrontamiento, como variable independiente, mostró un coeficiente de determinación de R² = .077, lo que indica que explica el 7.7 % de la variabilidad del burnout. Por otro lado, el bienestar psicológico no presentó un valor estadísticamente significativo, lo que sugiere que no tiene una influencia directa sobre el burnout en este contexto. Se concluye que los hallazgos contribuyen a la comprensión de la relación entre estas variables, mostrando que el afrontamiento tiene un mayor impacto predictivo en el burnout.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of the research was to determine the extent to which coping styles and psychological well-being predict burnout in regular elementary school teachers in San Miguel. A quantitative approach was used with an empirical research design and an associative strategy, oriented to the prediction of behaviors. Data collection was carried out using three instruments: the Maslach Burnout Inventory (MBI), the Psychological Well-Being Scale BIEPS-A and the COPE-28. The sample consisted of 300 teachers from regular basic education institutions in San Miguel. The main results indicated that both coping styles and psychological well-being explain 8.28 % of the variability of burnout, with a coefficient of determination of R² = .0828. When analyzed separately, coping, as an independent variable, showed a coefficient of determination of R² = .077, indicating that it explains 7.7% of the variability of burnout. On the other hand, psychological well-being did not present a statistically significant value, suggesting that it does not have a direct influence on burnout in this context. It is concluded that the findings contribute to the understanding of the relationship between these variables, showing that coping has a greater predictive impact on burnout.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[síndrome de burnout]]></kwd>
<kwd lng="es"><![CDATA[estrategias de afrontamiento]]></kwd>
<kwd lng="es"><![CDATA[bienestar psicológico docente]]></kwd>
<kwd lng="en"><![CDATA[burnout syndrome]]></kwd>
<kwd lng="en"><![CDATA[coping strategies]]></kwd>
<kwd lng="en"><![CDATA[psychological well-being of teachers]]></kwd>
</kwd-group>
</article-meta>
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