<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000600469</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional y el desempeño académico en la enseñanza en línea]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence and academic performance in online learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guillén Pinargote]]></surname>
<given-names><![CDATA[Angélica Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suasti López]]></surname>
<given-names><![CDATA[Claudia Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aucancela Bravo]]></surname>
<given-names><![CDATA[Joan Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez Obando]]></surname>
<given-names><![CDATA[Fabricio Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Manabí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>6</numero>
<fpage>469</fpage>
<lpage>478</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000600469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000600469&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000600469&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo se centra en analizar la relación entre la inteligencia emocional y el desempeño académico en estudiantes universitarios de programas en línea. Se empleó una metodología cuantitativa no experimental con 166 estudiantes de las carreras de Educación Inicial y Economía de la Universidad Técnica de Manabí. Los datos se recopilaron mediante encuestas en la herramienta de Google Forms y se procesaron utilizando el software SPSS V.26, incluyendo la prueba de correlación de Spearman. Los resultados destacan una correlación positiva y estadísticamente significativa entre la inteligencia emocional y el desempeño académico. Esto respalda la relevancia de la inteligencia emocional en el contexto de la educación en línea y subraya la importancia de desarrollar habilidades emocionales para contribuir a los estudiantes a enfrentar los desafíos académicos y alcanzar el éxito en sus estudios. Se resalta que, en la modalidad en línea, la inteligencia emocional desempeña un papel significativo, lo que sugiere que se debe fomentar la inteligencia emocional para que se pueda mejorar el rendimiento académico. En ese sentido, esta investigación contribuye a comprender la importancia de la inteligencia emocional en el logro académico y enfatiza la necesidad de cultivar estas habilidades emocionales para el éxito en la educación en línea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on analyzing the relationship between emotional intelligence and academic performance in university students in online programs. A non-experimental quantitative methodology was used with 166 students from the Initial Education and Economics programs at the Universidad Técnica de Manabí. Data were collected through surveys in the Google Forms tool and processed using SPSS V.26 software, including Spearman's correlation test. The results highlight a positive and statistically significant correlation between emotional intelligence and academic performance. This supports the relevance of emotional intelligence in the context of online education and underlines the importance of developing emotional skills to help students face academic challenges and achieve success in their studies. It is highlighted that, in the online modality, emotional intelligence plays a significant role, suggesting that emotional intelligence should be fostered so that academic performance can be improved. In that sense, this research contributes to understanding the importance of emotional intelligence in academic achievement and emphasizes the need to cultivate these emotional skills for success in online education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[Estudiante]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza en línea]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[Student]]></kwd>
<kwd lng="en"><![CDATA[Online education]]></kwd>
</kwd-group>
</article-meta>
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