Tacca Huamán, Daniel RubénCuarez Cordero, RenzoFranco Canaval, David GuillermoCórdova Berona, Helí Alejandro2023-01-122023-01-122022http://hdl.handle.net/20.500.11955/1047Indexado en Scopus.El texto completo de este trabajo no está disponible en el Repositorio Institucional UNIFE. Deberá acceder por el DOI ó URL de la casa editorial externa.2nd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022. 16 -19 November 2022The objective of the research was to know the relationship between pedagogical accompaniment, resilience, and the professional performance of university professors during virtual classes. The research was quantitative, correlational, and cross-sectional; the sample was made up of 172 professors from a private university in Lima, Peru. According to the results, accompaniment has a positive and significant relationship with resilience (r=.45) and professional performance (r=.52) ; likewise, of the five dimensions of accompaniment, it was observed that collegiate planning and management of the teaching process present a positive and high relationship with performance. It was evidenced that male teachers and those who belong to the science area perceive greater accompaniment, but women and those who are from the humanities area present greater resilience and better performance.enginfo:eu-repo/semantics/restrictedAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/Asesoramiento personalResiliencia (Psicología)DocenteEnseñanza en líneaPedagogical accompaniment, resilience, and performance of university professors during virtual classesinfo:eu-repo/semantics/conferenceObjecthttps://purl.org/pe-repo/ocde/ford#5.03.01https://doi.org/10.1109/ICALTER57193.2022.9964496Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144124523&doi=10.1109%2fICALTER57193.2022.9964496&partnerID=40&md5=98a2cc7a808f8d46314a8d2fee47b542