<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000200852</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i28.559</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El tecnoestrés en el rendimiento académico en estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Technostress on academic performance in students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Techno stress no desempenho acadêmico em estudantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pardo]]></surname>
<given-names><![CDATA[John Eloy Ponce]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra]]></surname>
<given-names><![CDATA[Reyna Emperatriz Hernández]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Erazo]]></surname>
<given-names><![CDATA[Hans Manuel Jalixto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saravia]]></surname>
<given-names><![CDATA[Paulo Cesar Chiri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Martin de Porres  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación Enrique Guzmán y Valle  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>28</numero>
<fpage>852</fpage>
<lpage>861</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000200852&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000200852&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000200852&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La tecnología incide en el aprendizaje del estudiante, favorece el acceso a la información, a programas académicos virtuales, y el constante uso de redes sociales no pasa desapercibido. Esto hace que el estudiante dependa más de las Tecnologías de la Información y Comunicación. Por ello, el objetivo fue analizar como el tecnoestrés influye en el rendimiento académico de los estudiantes. Se realizó un estudio de diseño correlacional de corte transversal bajo un análisis cuantitativo con una muestra de 251 estudiantes de una universidad nacional. El instrumento empleado fue la escala de Likert. En los resultados se constató el 49.40% presenta un tecnoestrés en un nivel medio, el 28.69% bajo y el 21.91% alto. Se concluyó que el nivel de tecnoestrés tiene una influencia significativa e inversa en el rendimiento académico de los estudiantes. El impacto negativo de alto niveles de estrés puede ser contrarrestado por un alto nivel de autoeficacia tecnológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Technology has an impact on student learning, it favors access to information, virtual academic programs, and the constant use of social networks does not go unnoticed. This makes the student more dependent on Information and Communication Technologies. Therefore, the objective was to analyze how technostress influences students' academic performance. A cross-sectional correlational design study was conducted under a quantitative analysis with a sample of 251 students from a national university. The instrument used was the Likert scale. The results showed that 49.40% had medium, 28.69% low and 21.91% high levels of technostress. It was concluded that the level of technostress has a significant and inverse influence on students' academic performance. The negative impact of high levels of stress can be counteracted by a high level of technological self-efficacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A tecnologia tem impacto na aprendizagem dos alunos, favorece o acesso à informação, aos programas acadêmicos virtuais, e o uso constante das redes sociais não passa despercebido. Isso torna o aluno mais dependente das Tecnologias de Informação e Comunicação. Portanto, o objetivo foi analisar como o tecnoestresse influencia o desempenho acadêmico dos alunos. Foi realizado um estudo de desenho correlacional transversal sob uma análise quantitativa com uma amostra de 251 alunos de uma universidade nacional. O instrumento utilizado foi a escala Likert. Os resultados mostraram que 49,40% tinham níveis médios, 28,69% baixos e 21,91% altos de tecnoestresse. Concluiu-se que o nível de tecnoestresse tem uma influência significativa e inversa sobre o desempenho acadêmico dos alunos. O impacto negativo dos altos níveis de estresse pode ser neutralizado por um alto nível de autoeficácia tecnológica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrés]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Tecnoestres]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Technostress]]></kwd>
<kwd lng="pt"><![CDATA[Estresse]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[tecnoestresse]]></kwd>
</kwd-group>
</article-meta>
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