<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662021000100173</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relaciones entre apoyo docente, emociones morales y conducta prosocial en adolescentes espectadores de bullying]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationships among Teacher Support, Moral Emotions, and Prosocial Behavior in the Adolescent Bystanders of Bullying]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcántar Nieblas]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés Cuervo]]></surname>
<given-names><![CDATA[Ángel Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-Montero]]></surname>
<given-names><![CDATA[Francisco José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-Sosa]]></surname>
<given-names><![CDATA[Hiram]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[Culiacán Sinaloa]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Educación ]]></institution>
<addr-line><![CDATA[Ciudad Obregón Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Culiacán Sinaloa]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Coahuila  ]]></institution>
<addr-line><![CDATA[Saltillo Coahuila]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>88</numero>
<fpage>173</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662021000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662021000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662021000100173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio examina las relaciones directas e indirectas entre apoyo docente, compasión, empatía y conducta prosocial de espectadores en el bullying; además, analiza la moderación del sexo del estudiante en las relaciones entre las variables. Participaron 998 adolescentes (M= 13.87, DE = 1.09 años), 517 (51.5%) hombres y 481 (48.5%) mujeres. Se calculó un modelo de ecuaciones estructurales. Entre los resultados se encontró que el apoyo docente se relaciona directamente con la conducta prosocial de los espectadores. También se halló que este apoyo favorece indirectamente la conducta prosocial a través de sus efectos positivos en las emociones morales. Un análisis multigrupo mostró que el sexo del estudiante no modera las relaciones propuestas en el modelo. Se concluyó que el apoyo docente favorece la conducta prosocial hacia las víctimas de bullying.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study examines the direct and indirect relationships among teacher support, compassion, empathy, and the prosocial behavior of the bystanders of bullying; in addition, it analyzes the effect of student gender in the relationships among the variables. The participants were 998 adolescents (M = 13.87 years old, SD = 1.09 years), with 517 (51.5%) males and 481 (48.5%) females. A model of structural equations was calculated. The results indicate that teacher support is directly related to the prosocial behavior of bystanders. It was also found that teacher support indirectly favors prosocial behavior through its positive effects on moral emotions. A multigroup analysis showed that student gender does not affect the relationships proposed in the model. The conclusion is that teacher support favors prosocial behavior toward the victims of bullying.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[empatía]]></kwd>
<kwd lng="es"><![CDATA[bullying]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[conducta prosocial]]></kwd>
<kwd lng="es"><![CDATA[papel del profesor]]></kwd>
<kwd lng="en"><![CDATA[empathy]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[prosocial behavior]]></kwd>
<kwd lng="en"><![CDATA[role of teacher]]></kwd>
</kwd-group>
</article-meta>
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