<?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>2594-2840</journal-id>
<journal-title><![CDATA[Emerging trends in education (México, Villahermosa)]]></journal-title>
<abbrev-journal-title><![CDATA[Emerg. trends educ.]]></abbrev-journal-title>
<issn>2594-2840</issn>
<publisher>
<publisher-name><![CDATA[Universidad Juárez Autónoma de Tabasco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2594-28402026000100009</article-id>
<article-id pub-id-type="doi">10.19136/etie.v8n16.6357</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción estudiantil de perfiles socioemocionales de actores estudiantiles de la violencia escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Student Perception of Socio-emotional Profiles of Student Actors in School Violence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Villalpando]]></surname>
<given-names><![CDATA[Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González García]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Burgos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>8</volume>
<numero>16</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402026000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402026000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402026000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio explora cómo el alumnado universitario percibe los perfiles socioemocionales de los actores de la violencia escolar (agresores, víctimas y testigos). A partir de un formulario construido con base en una revisión selectiva de literatura sobre bullying y competencias socioemocionales, respondido por 89 estudiantes, se obtuvieron frecuencias de elección de rasgos y se elaboró un análisis interpretativo de los patrones emergentes. En los agresores, el trío más señalado combina falta de culpa, baja empatía y reactividad colérica, lo que configura una &#8220;tríada frío-caliente&#8221; que facilita la repetición del daño. En las víctimas, predominan el malestar emocional, la dificultad para pedir ayuda y el aislamiento, una secuencia &#8220;afecto-agencia-vínculo&#8221; que cronifica la vulnerabilidad. En los testigos, destacan la ambivalencia entre ayudar/no meterse, la desresponsabilización (&#8220;no es mi problema&#8221;) y la conformidad grupal, tríada que estabiliza la pasividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study explores university students&#8217; perceptions of the socio-emotional profiles of school bullying actors (perpetrators, victims, and bystanders). Using a questionnaire built from a selective literature review on bullying and socio-emotional competences, and completed by 89 students, we computed response frequencies and conducted an interpretive analysis of emergent patterns. For perpetrators, the most cited triad-lack of guilt, low empathy, and anger reactivity-forms a &#8220;cold-hot&#8221; profile that enables repeated harm. For victims, emotional distress, difficulty seeking help, and social withdrawal predominate, an &#8220;affect-agency-bond&#8221; sequence that entrenches vulnerability. For bystanders, ambivalence about intervening, diffusion of responsibility (&#8220;not my problem&#8221;), and group conformity stabilize passivity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[violencia escolar]]></kwd>
<kwd lng="es"><![CDATA[competencias socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[percepción estudiantil]]></kwd>
<kwd lng="en"><![CDATA[School bullying]]></kwd>
<kwd lng="en"><![CDATA[Socio-emotional competences]]></kwd>
<kwd lng="en"><![CDATA[Student perceptions]]></kwd>
</kwd-group>
</article-meta>
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