<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000300028</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26iespecial.5381</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencers que modelan valores. Impactos educativos en la relación de seguimiento de las personas adolescentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Influencers who model values. Educational effects on the relationship of teenage followers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Influencers que modelam valores. Impactos educativos na relação de acompanhamento das pessoas adolescentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Larrea]]></surname>
<given-names><![CDATA[Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Serrano]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lena Acebo]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Renés-Arellano]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Rioja  ]]></institution>
<addr-line><![CDATA[Logroño España]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Cantabria  ]]></institution>
<addr-line><![CDATA[Cantabria ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Cantabria  ]]></institution>
<addr-line><![CDATA[Cantabria ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>spe1</numero>
<fpage>28</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000300028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000300028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000300028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El fenómeno influencer ha proliferado generando audiencias especializadas, las cuales incluyen a docentes que pueden ofrecer oportunidades educativas de modelado en sus seguidores. La relación seguidor- influencer se basa en la identificación y la imitación, con impactos más sensibles cuanto más jóvenes son las personas seguidoras. El estudio basado en una metodología mixta empleó un cuestionario a estudiantes de educación secundaria en España (N=407; de edad media de 12 años, DT=0.209) para analizar diferencias en la relación de seguimiento de las personas adolescentes que siguen a influenciadores en redes sociales. Además, se realizaron entrevistas semiestructuradas con un análisis textual, analítico y reflexivo a influencers de diversos ámbitos, con los que los mismos adolescentes manifestaron que tenían una relación de seguimiento, para conocer su percepción sobre la influencia educativa. Los resultados muestran que las personas menores son conscientes del rol comercial de dichas personas, sin embargo, los influencers no consideran su impacto educativo, que solo es percibido por los influencers docentes. Se concluye que es importante comprender y regular la influencia de estos referentes en los menores, reconociendo su papel educativo y su responsabilidad en el contenido que comparten en redes sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The influencer phenomenon has proliferated and created specific audiences, including teachers who can provide educational models for their followers. The follower-influencer relationship is based on identification and imitation, and its effects are more pronounced among younger followers. The study, based on a mixed methodology, consisted of the administration of a questionnaire to secondary school students in Spain (N=407; mean age 12 years, SD=0.209) in order to analyse the different follower relationships among teenage followers of influencers on social networks. Semi-structured interviews with textual, analytical and reflective analysis were also conducted with influencers from different fields that the adolescents themselves reported following, in order to learn about their perceptions of educational influence. The results show that minors are aware of the commercial role of such people; however, influencers do not consider their educational impact, which is only perceived by teacher influencers. It is concluded that it is important to understand and regulate the influence of these influencers on minors, recognising their educational role and their responsibility in the content they share on social networks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O fenômeno influencer proliferou, gerando audiências especializadas, que incluem docentes que podem oferecer oportunidades educativas de modelagem aos seus seguidores. A relação seguidor-influencer baseia-se na identificação e na imitação, sendo os impactos mais sensíveis quanto mais jovens são as pessoas seguidoras. O estudo baseado numa metodologia mista utilizou um questionário a estudantes de ensino médio na Espanha (N=407; idade média de 12 anos, DP=0,209) para analisar diferenças na relação de seguimento das pessoas adolescentes que seguem influenciadores nas redes sociais. Além disso, foram realizadas entrevistas semiestruturadas com análise textual, analítica e reflexiva com influencers de diversos âmbitos, com os quais os próprios adolescentes manifestaram ter uma relação de acompanhamento, para conhecer sua percepção de influência educativa. Os resultados mostram que as pessoas menores têm consciência do papel comercial dessas pessoas, porém, os influencers não consideram o seu impacto educativo, que só é percebido pelos influencers docentes. Conclui-se que é importante compreender e regular a influência destas referências nos menores, reconhecendo o seu papel educativo e a sua responsabilidade nos conteúdos que compartilham nas redes sociais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="es"><![CDATA[adolescente]]></kwd>
<kwd lng="es"><![CDATA[identificación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[comercialización.]]></kwd>
<kwd lng="en"><![CDATA[Social Networks]]></kwd>
<kwd lng="en"><![CDATA[Teenager]]></kwd>
<kwd lng="en"><![CDATA[Identification]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Marketing.]]></kwd>
<kwd lng="pt"><![CDATA[redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[adolescente]]></kwd>
<kwd lng="pt"><![CDATA[identificação]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[comercialização.]]></kwd>
</kwd-group>
</article-meta>
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