<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962020000300618</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre inteligencia emocional y habilidades matemáticas en estudiantes de secundaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre inteligência emocional e habilidades matemáticas em estudantes do ensino secundário]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between emotional intelligence and mathematical skills in high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salcedo Rodríguez]]></surname>
<given-names><![CDATA[Medalit Nieves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prez Vázquez]]></surname>
<given-names><![CDATA[Mateo Dolores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional José Austino Sánchez Carrión  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Cajamarca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>618</fpage>
<lpage>628</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962020000300618&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962020000300618&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962020000300618&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Diversos estudios han reportado que la inteligencia emocional es un factor predictivo del rendimiento académico, por lo que este trabajo tuvo como objetivo establecer la relación entre los rasgos de la inteligencia emocional y las habilidades matemáticas que presentan los estudiantes del centro preuniversitario de la Universidad Nacional "José Faustino Sánchez Carrión" (CPU-UNJFSC) de Lima Perú. Se planteó un estudio de corte cuantitativo descriptivo, transversal y correlacional, en una muestra de 226 alumnos preuniversitarios inscritos en el CPU-UNJFSC, a quienes se les aplicó un cuestionario de inteligencia emocional modificado del Inventario de Coeficiente Emocional de BarOn y la prueba EVAMAT para la evaluación de la competencia en matemática. El 50,44 % de los estudiantes reflejó un nivel medio de Inteligencia Emocional (IE) y el 72,57 % presentó un nivel medio en habilidades matemáticas, observándose una asociación leve pero significativa entre ambas variables. La educación formal no solo debe transmitir aspectos cognitivos, sino también incluir los aspectos emocionales, empleando estrategias integradoras que permitan el desarrollo integral de los individuos y el éxito en todas las metas que se propongan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Vários estudos relataram que a inteligência emocional é um fator preditivo do desempenho académico, pelo que este trabalho visava estabelecer a relação entre as características da inteligência emocional e as habilidades matemáticas apresentadas pelos estudantes do centro pré-universitário da Universidade Nacional "José Faustino Sánchez Carrión" em Lima, Peru. Foi realizado um estudo quantitativo, descritivo, transversal e correlacional numa amostra de 226 estudantes pré-universitários inscritos no CPU-UNJFSC, aos quais foi aplicado um questionário modificado de inteligência emocional do BarOn Emotional Coefficient Inventory e o teste EVAMAT para a avaliação da competência matemática. 50,44% dos estudantes mostraram um nível médio de inteligência emocional e 72,57% mostraram um nível médio de habilidades matemáticas, com uma ligeira, mas significativa associação entre ambas as variáveis. A educação formal deve não só transmitir aspectos cognitivos, mas também incluir aspectos emocionais, empregando estratégias integrativas que permitam o desenvolvimento integral dos indivíduos e o sucesso em todos os objectivos que são propostos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Several studies have reported that emotional intelligence is a predictive factor of academic performance, so this work aimed to establish the relationship between the traits of emotional intelligence and mathematical skills presented by students from the pre-university center of the National University José Faustino Sánchez Carrión (CPU-UNJFSC) from Lima Peru. A descriptive, cross-sectional and co relational quantitative study was proposed in a sample of 226 pre-university students enrolled in the CPU-UNJFSC, who applied a modified emotional intelligence questionnaire from the BarOn Emotional Coefficient Inventory and the EVAMAT test for the evaluation of competition in mathematics. 50.44 % of the students reflected a medium level of Emotional Intelligence (IE) and 72.57 % of the students presented a medium level in mathematical skills, observing a slight but significant association between both variables. Formal education must not only transmit cognitive aspects, but also include the emotional aspects, employing integrative strategies that allow the integral development of individuals and success in all the goals that are proposed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="pt"><![CDATA[adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[stress]]></kwd>
<kwd lng="pt"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[math skills]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
</kwd-group>
</article-meta>
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