<?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>2422-4200</journal-id>
<journal-title><![CDATA[Revista Logos Ciencia & Tecnología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. logos cienc. tecnol.]]></abbrev-journal-title>
<issn>2422-4200</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2422-42002024000100193</article-id>
<article-id pub-id-type="doi">10.22335/rlct.v16i1.1878</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Regulación emocional y tecnoestrés en docentes de educación superior. Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional regulation and technostress in higher education teachers. A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Regulação emocional e estresse técnico em professores de ensino superior. Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos-Alvarenga]]></surname>
<given-names><![CDATA[Luis Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda-Rosas]]></surname>
<given-names><![CDATA[Luis Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz-Moya]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanhueza-Burgos]]></surname>
<given-names><![CDATA[Carlos Mainor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>193</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2422-42002024000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2422-42002024000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2422-42002024000100193&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso de las tecnologías de la información y la comunicación (TIC) antes, durante y posterior a la pandemia por COVID-19 se ha relacionado con el tecnoestrés en docentes universitarios, transformándose en un problema que afecta su salud de forma significativa. Este estudio tiene como objetivo analizar la relación entre la regulación emocional y el tecnoestrés en docentes de educación superior a través de una revisión sistemática, la cual se realizó siguiendo los criterios Prisma-P. En este sentido, se encontraron 469 artículos en las bases de datos EBSCO, ProQuest y SCOPUS; después del proceso de cribado de la información se utilizaron 20 artículos para la revisión final. Entre los principales resultados se destaca que una eficiente regulación emocional es un inhibidor del tecnoestrés, pues permite potenciar la percepción de eficacia frente al uso de las TIC, contribuye a la satisfacción laboral y al desarrollo de la empatía. Finalmente, es fundamental que en los programas de capacitación en el uso de TIC no solo incluya conocimientos técnicos, sino que también se fomenten estrategias de regulación emocional para el manejo del estrés en el trabajo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of Information and Communication Technology (ICT) before, during and after the COVID-19 pandemic has been related to technostress in university professors, becoming a problem that significantly affects their health. This study aimed to analyse the relationship between emotional regulation and technostress in higher education professors through a systematic review which was carried out following the Prisma-P criteria. In this way 469 articles were found in the EBSCO, ProQuest, and SCOPUS databases; subsequent to the information screening process, 20 articles were used for the final review. Among the main results, it is evident that efficient emotional regulation is an inhibitor of technostress, as it allows the perception of effectiveness in the use of ICT to be enhanced and it contributes to job satisfaction and the development of empathy. Finally, it is essential that training programmes in the use of ICT not only include technical knowledge and other education topics, but also promote emotional regulation strategies for stress management in teaching work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O uso das tecnologias de informação e comunicação (TIC) antes, durante e após a pandemia da COVID-19 tem sido relacionado ao tecnoestresse em professores universitários, tornando-se um problema que afeta significativamente sua saúde. Este estudo tem como objetivo analisar a relação entre a regulação emocional e o tecnoestresse em professores do ensino superior por meio de uma revisão sistemática, que foi conduzida seguindo os critérios do Prisma-P. Nesse sentido, foram encontrados 469 artigos nos bancos de dados EBSCO, ProQuest e SCOPUS; após o processo de triagem das informações, 20 artigos foram utilizados para a revisão final. Entre os principais resultados, destaca-se que a regulação emocional eficiente é um inibidor do tecnoestresse, pois aumenta a percepção de eficácia no uso das TIC, contribui para a satisfação no trabalho e para o desenvolvimento da empatia. Por fim, é essencial que os programas de treinamento no uso das TIC não incluam apenas conhecimento técnico, mas também promovam estratégias de regulação emocional para o gerenciamento do estresse na profissão de professor.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnoestrés]]></kwd>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="es"><![CDATA[uso de TIC]]></kwd>
<kwd lng="en"><![CDATA[Technostress]]></kwd>
<kwd lng="en"><![CDATA[emotional regulation]]></kwd>
<kwd lng="en"><![CDATA[ICT use]]></kwd>
<kwd lng="pt"><![CDATA[Estresse técnico]]></kwd>
<kwd lng="pt"><![CDATA[regulação emocional]]></kwd>
<kwd lng="pt"><![CDATA[uso de TIC]]></kwd>
</kwd-group>
</article-meta>
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