<?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>S2616-79642024000301471</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i34.811</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores del aula que contribuyen a la inteligencia emocional en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Classroom factors contributing to emotional intelligence in college students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores de sala de aula que contribuem para a inteligência emocional em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Ivonne Nohely Quizinga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collantes]]></surname>
<given-names><![CDATA[Jesús Liduvina Méndez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero]]></surname>
<given-names><![CDATA[Gloria Lizeth Lazo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rupaylla]]></surname>
<given-names><![CDATA[Vivian Collahua]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institución Educativa San Francisco de Cayrán  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<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>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>34</numero>
<fpage>1471</fpage>
<lpage>1480</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000301471&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000301471&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000301471&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el ámbito educativo, la inteligencia emocional se reconoce cada vez más como un pilar fundamental para el desarrollo integral de los estudiantes. Este estudio tuvo como objetivo determinar los factores del aula que contribuyen a la inteligencia emocional en estudiantes universitarios de Lima, Perú. Se empleó un enfoque cuantitativo y una metodología descriptiva correlacional con una muestra de 210 estudiantes. Para la recolección de datos se utilizaron dos cuestionarios. Los resultados mostraron que los factores del aula se presentan en un nivel regular según el 44.8% de los estudiantes, en un nivel malo según el 30.0% y en un nivel bueno según el 25.2%. En cuanto a la inteligencia emocional, el 49.0% de los estudiantes presentó un nivel regular, el 27.6% un nivel deficiente y el 23.3% un nivel óptimo. Se concluyó que existen factores del aula que contribuyen a la inteligencia emocional en estudiantes universitarios con una significancia de 0.000, menor a 0.05, entre los cuales destacan la cohesión de grupo y la conducción del grupo. Esto subraya la importancia de un enfoque educativo que no solo se centre en los logros académicos, sino también en el desarrollo emocional y social de los estudiantes, vital para su éxito y bienestar a largo plazo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In education, emotional intelligence is increasingly recognized as a fundamental pillar for the integral development of students. This study aimed to determine the classroom factors that contribute to emotional intelligence in university students in Lima, Peru. A quantitative approach and a descriptive correlational methodology were used with a sample of 210 students. Two questionnaires were used for data collection. The results showed that classroom factors are presented at a fair level according to 44.8% of the students, at a poor level according to 30.0% and at a good level according to 25.2%. Regarding emotional intelligence, 49.0% of the students presented a fair level, 27.6% a poor level and 23.3% an optimal level. It was concluded that there are classroom factors that contribute to emotional intelligence in university students with a significance of 0.000, less than 0.05, among which group cohesion and group leadership stand out. This underscores the importance of an educational approach that focuses not only on academic achievement, but also on the emotional and social development of students, which is vital for their long-term success and well-being.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na educação, a inteligência emocional é cada vez mais reconhecida como um pilar fundamental para o desenvolvimento integral dos alunos. Este estudo teve como objetivo determinar os fatores de sala de aula que contribuem para a inteligência emocional em estudantes universitários de Lima, Peru. Foi utilizada uma abordagem quantitativa e uma metodologia descritiva e correlacional com uma amostra de 210 alunos. Dois questionários foram usados para a coleta de dados. Os resultados mostraram que os fatores da sala de aula são apresentados em um nível razoável para 44,8% dos alunos, em um nível ruim para 30,0% e em um nível bom para 25,2%. Quanto à inteligência emocional, 49,0% dos alunos apresentaram um nível razoável, 27,6% um nível ruim e 23,3% um nível ótimo. Concluiu-se que há fatores em sala de aula que contribuem para a inteligência emocional em estudantes universitários com uma significância de 0,000, menor que 0,05, entre os quais se destacam a coesão e o gerenciamento de grupos. Isso ressalta a importância de uma abordagem educacional que se concentre não apenas no desempenho acadêmico, mas também no desenvolvimento emocional e social dos alunos, o que é vital para seu sucesso e bem-estar em longo prazo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Factores escolares]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[School factors]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[College students]]></kwd>
<kwd lng="pt"><![CDATA[Fatores escolares]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes universitários]]></kwd>
</kwd-group>
</article-meta>
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