<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000200102</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aspectos socioemocionales del profesor ante el COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Socioemotional aspects of the teacher in the face of COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Castañeda]]></surname>
<given-names><![CDATA[Georgina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Sánchez]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynoso González]]></surname>
<given-names><![CDATA[Oscar Ulises]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portillo Peñuelas]]></surname>
<given-names><![CDATA[Samuel Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nayarit  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitario de los Altos de la Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>102</fpage>
<lpage>109</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000200102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000200102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000200102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de la presente investigación fue analizar la relación que guardan los niveles de inteligencia emocional y apoyo familiar en una muestra de profesores, vinculando las variables de docencia, edad y sexo. Se trabajó con una muestra de tipo incidental constituida por 249 docentes de distintos niveles educativos, bajo un diseño no experimental, transversal y de alcance correlacional. Para la recolección de datos se utilizaron los instrumentos TMMS-24 y APGAR familiar. Los resultados indican adecuados niveles de claridad y reparación emocional en el profesorado, así como niveles normales de apoyo familiar. Respecto a la relación que guardan ambos constructos, existe una asociación directa y de fuerza media entre los factores claridad y reparación y el apoyo familiar, indicando que al incrementarse la percepción de soporte del núcleo familiar existe una mayor inteligencia emocional. Respecto a las variables edad y sexo no se encontraron asociaciones significativas. Se concluye que el profesorado que cuenta con redes de apoyo familiar presenta mayor habilidad para identificar, comprender y regular sus emociones, así como desarrollar estrategias de afrontamiento en contextos escolares y no-escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this research was to analyze the relationship between levels of emotional intelligence and family support in a sample of teachers linking variables of teaching, age and sex. We worked with an incidental sample made up of 249 teachers of different educational levels under a non-experimental, cross-sectional and correlational design. For data collection, the TMMS-24 and family APGAR instruments were used. The results indicate adequate levels of clarity and emotional repair in the teachers, as well as normal levels of family support. Regarding the relationship between both constructs, there is a direct and medium-strength association between the clarity and repair factors and family support, indicating that when the perception of support from the family nucleus increases, there is greater emotional intelligence. Regarding the variables age and sex, no significant associations were found. It is concluded that teachers who have family support networks have greater ability to identify, understand and regulate their emotions, as well as develop coping strategies in school and non-school contexts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Apoyo familiar]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Profesorado]]></kwd>
<kwd lng="en"><![CDATA[Family support]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Autopercepción de la preparación docente ante el COVID-19 en México]]></article-title>
<source><![CDATA[Educación Y Humanismo]]></source>
<year>2021</year>
<volume>23</volume>
<numero>41</numero>
<issue>41</issue>
<page-range>1-26</page-range></nlm-citation>
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</article>
