<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100120</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2264</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Cansancio y regulación emocional como predictores del compromiso académico en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Fatigue and emotional regulation as predictors of academic engagement in university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fadiga e regulação emocional como preditores do engajamento acadêmico em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marin Puelles]]></surname>
<given-names><![CDATA[Dioner Francis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarez Machuca]]></surname>
<given-names><![CDATA[Militza Carmen Virginia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo-Robles]]></surname>
<given-names><![CDATA[Elizabeth Dany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Cayetano Heredia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Cayetano Heredia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana Cayetano Heredia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los alumnos universitarios son proclives a experimentar fatiga emocional, y la observación de la regulación y del compromiso en la ejecución y asistencia en sus quehaceres académicos es sumamente importante. El objetivo del estudio fue analizar si la fatiga emocional y la regulación emocional predicen el compromiso académico en estudiantes de universidades sanmartinenses. La metodología correspondió a un enfoque cuantitativo, con un diseño descriptivo, correlacional y explicativo, con una muestra de 76 estudiantes universitarios entre 18 y 56 años con matrícula en universidades privadas y se utilizaron escalas validadas y adaptadas al contexto. Los resultados demuestran que hay relación relevante entre cansancio y regulación emocional; pero, no se encontró relación entre la fatiga emocional y el compromiso académico, ni entre la regulación emocional y el compromiso. Asimismo, se observó una relación significativa entrela fatiga emocional y la supresión como dimensión de la fatiga emocional; además, el estudio de regresión lineal múltiple evidenció que el cansancio y regulación no son predictores de la variabilidad del compromiso académico. Estos hallazgos ofrecen una base para futuras investigaciones que profundicen en las interacciones complejas entre la fatiga emocional, la regulación emocional y el compromiso académico, con el objetivo de mejorar la satisfacción y el rendimiento en estudiantes universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract University students are prone to experience emotional fatigue, and the observation of regulation and commitment in the execution and assistance in their academic tasks is extremely important. The objective of the study was to analyze whether emotional fatigue and emotional regulation predict academic engagement in students from San Martín universities. The methodology corresponded to a quantitative approach, with a descriptive, correlational and explanatory design, with a sample of 76 university students between 18 and 56 years old enrolled in private universities and validated scales adapted to the context were used. The results show that there is a relevant relationship between fatigue and emotional regulation; however, no relationship was found between emotional fatigue and academic commitment, nor between emotional regulation and commitment. Likewise, a significant relationship was observed between emotional fatigue and suppression as a dimension of emotional fatigue; In addition, the multiple linear regression study showed that fatigue and regulation are not predictors of variability in academic engagement. These findings provide a foundation for future research that delves into the complex interactions between emotional fatigue, emotional regulation, and academic engagement, with the goal of improving satisfaction and achievement in college students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Estudantes universitários são propensos à fadiga emocional, e observar sua regulação e engajamento na execução e no cumprimento de suas tarefas acadêmicas é extremamente importante. O objetivo deste estudo foi analisar se a fadiga emocional e a regulação emocional predizem o engajamento acadêmico em estudantes de universidades de San Martín. A metodologia correspondeu a uma abordagem quantitativa, com delineamento descritivo, correlacional e explicativo, com uma amostra de 76 estudantes universitários entre 18 e 56 anos matriculados em universidades privadas e foram utilizadas escalas validadas e adaptadas ao contexto. Os resultados mostram que existe uma relação relevante entre fadiga e regulação emocional; Entretanto, não foi encontrada nenhuma relação entre fadiga emocional e engajamento acadêmico, nem entre regulação emocional e engajamento. Da mesma forma, foi observada uma relação significativa entre fadiga emocional e supressão como uma dimensão da fadiga emocional; Além disso, o estudo de regressão linear múltipla mostrou que fadiga e regulação não são preditores de variabilidade no comprometimento acadêmico. Essas descobertas fornecem uma base para pesquisas futuras que se aprofundem nas interações complexas entre fadiga emocional, regulação emocional e engajamento acadêmico, com o objetivo de melhorar a satisfação e o desempenho de estudantes universitários.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[cansancio]]></kwd>
<kwd lng="es"><![CDATA[gestión emocional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="en"><![CDATA[educational engagement]]></kwd>
<kwd lng="en"><![CDATA[tiredness]]></kwd>
<kwd lng="en"><![CDATA[emotional management]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="pt"><![CDATA[comprometimento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[fadiga]]></kwd>
<kwd lng="pt"><![CDATA[gestão emocional]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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