<?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>2223-3032</journal-id>
<journal-title><![CDATA[Revista de Investigacion Psicologica]]></journal-title>
<abbrev-journal-title><![CDATA[Revista de Psicologia]]></abbrev-journal-title>
<issn>2223-3032</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigacion,Interaccion y Postgrado de Psicologia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2223-30322021000300069</article-id>
<article-id pub-id-type="doi">10.53287/ryfs1548js42x</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre inteligencia emocional y rendimiento académico en estudiantes universitarios peruanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between emotional intelligence and academic performance in peruvian university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre inteligência emocional e desempenho acadêmico em estudantes universitários peruanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Idrogo Zamora]]></surname>
<given-names><![CDATA[Dany Isela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Asenjo-Alarcón]]></surname>
<given-names><![CDATA[José Ander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de Chota. Centro de Salud Chancay Baños, ]]></institution>
<addr-line><![CDATA[Cajamarca ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de Chota, Facultad de Ciencias de la Salud, ]]></institution>
<addr-line><![CDATA[Cajamarca ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>26</numero>
<fpage>69</fpage>
<lpage>79</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2223-30322021000300069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2223-30322021000300069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2223-30322021000300069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La inteligencia emocional es el conjunto de capacidades que permiten a un estudiante el manejo adecuado de sus emociones y de las relaciones interpersonales, cuando es sometido a situaciones estresantes, como el ámbito educativo; en el que tienen que lidiar con conflictos internos y externos para un buen desempeño académico. La investigación tuvo como objetivo relacionar la inteligencia emocional y el rendimiento académico en los estudiantes de la Universidad Nacional Autónoma de Chota, Perú. El estudio fue descriptivo correlacional, no experimental transversal, y se trabajó con 325 estudiantes universitarios que firmaron el consentimiento informado, luego de conocer el propósito de la investigación; la inteligencia emocional se determinó con el Test de Inteligencia Emocional de BarOn ICE y el rendimiento académico con una ficha de recolección de datos. Los resultados muestran mayor proporción de estudiantes universitarios con inteligencia emocional alta (51,1%) y rendimiento académico promedio de 12,59 ± 1,17 de puntaje ponderado, resultados similares a los reportados por diversos estudios nacionales e internacionales. Se concluye que existe una relación estadísticamente significativa entre la inteligencia emocional, la dimensión adaptabilidad y el rendimiento académico de los estudiantes universitarios (p = 0,043 y p = 0,021).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Emotional intelligence is the set of capacities that allow a student to properly manage their emotions and interpersonal relationships, when subjected to stressful situations, such as the educational environment; in which they have to deal with internal and external conflicts for good academic performance. The research aimed to relate emotional intelligence and academic performance in students of the National Autonomous University of Chota, Peru. The study was descriptive correlational, not cross-sectional experimental, and it worked with 325 university students who signed the informed consent, after knowing the purpose of the research; emotional intelligence was determined with the BarOn ICE Emotional Intelligence Test and academic performance with a data collection sheet. The results show a higher proportion of university students with high emotional intelligence (51.1%) and average academic performance of 12.59 ± 1.17 weighted score, results similar to those reported by various national and international studies. It is concluded that there is a statistically significant relationship between emotional intelligence, the adaptability dimension and the academic performance of university students (p = 0.043 and p = 0.021).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Inteligência emocional é o conjunto de habilidades que permitem ao aluno gerenciar adequadamente suas emoções e relações interpessoais, quando submetido a situações estressantes, como o ambiente educacional; em que têm que lidar com conflitos internos e externos para um bom desempenho acadêmico. O objetivo da pesquisa foi relacionar inteligência emocional e desempenho acadêmico em alunos da Universidade Nacional Autônoma de Chota, Peru. O estudo foi descritivo correlacional, não transversal experimental, e trabalhou com 325 universitários que assinaram o Termo de Consentimento Livre e Esclarecido, após conhecer o objetivo da pesquisa; a inteligência emocional foi determinada com o BarOn ICE Emotional Intelligence Test e o desempenho acadêmico com uma planilha de coleta de dados. Os resultados mostram maior proporção de universitários com alta inteligência emocional (51,1%) e desempenho acadêmico médio de 12,59 ± 1,17 pontuação ponderada, resultados semelhantes aos relatados por diversos estudos nacionais e internacionais. Conclui-se que existe relação estatisticamente significativa entre a inteligência emocional, a dimensão adaptabilidade e o desempenho acadêmico dos universitários (p = 0,043 e p = 0,021).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación Basada en Competencias]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia Emocional]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento Académico (Fuente: DeCS BIREME).]]></kwd>
<kwd lng="en"><![CDATA[Competency-Based Education]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Emotional Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance (Source: MeSH).]]></kwd>
<kwd lng="pt"><![CDATA[Educação Baseada em Competências]]></kwd>
<kwd lng="pt"><![CDATA[Emoções]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência Emocional]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho Acadêmico (Fonte: DeCS BIREME).]]></kwd>
</kwd-group>
</article-meta>
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