<?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>2007-0705</journal-id>
<journal-title><![CDATA[Nova scientia]]></journal-title>
<abbrev-journal-title><![CDATA[Nova scientia]]></abbrev-journal-title>
<issn>2007-0705</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Salle Bajío A. C., Coordinación de Investigación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-07052020000100023</article-id>
<article-id pub-id-type="doi">10.21640/ns.v12i24.2251</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Emotional intelligence and academic motivation in high school students with adequate grade point average]]></article-title>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional y motivación académica en estudiantes de nivel medio superior con adecuado promedio académico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amador-Licona]]></surname>
<given-names><![CDATA[Norma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guízar Mendoza]]></surname>
<given-names><![CDATA[Juan Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Briceño Martínez]]></surname>
<given-names><![CDATA[Irma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Bogarín]]></surname>
<given-names><![CDATA[Biviana Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villegas Elizarrarás]]></surname>
<given-names><![CDATA[Luis Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad De La Salle Bajío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>24</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-07052020000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-07052020000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-07052020000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  In many populations and school grades, the academic performance has been compared in students according to their sex. Emotional intelligence has been related to academic performance, however even in students with adequate grade point average, this and other variables such as motivation, could be involved. The objective was to evaluate the relationship between emotional intelligence and academic motivation in men and women students with adequate grade point average.  Method:  We performed a cross sectional study in 119 high school students (75 women and 44 men) from the Universidad De La Salle Bajio. The Emotional Quotient Inventory in its Version for Adolescents was applied. In each participant the average educational school level and academic performance was obtained.  Results:  In women higher grade point average and academic performance but lower stress management and general mood than in men were found. Academic motivation (r=0.24; p= 0.008), stress management (r=0.18; p= 0.05), adaptability (r=0.19; p= 0.03) and total emotional quotient (r=0.19; p= 0.03) were positively related to academic performance, while age was negative related to academic performance (r=-0.23; p= 0.01). Academic motivation was the only variable related to both, grade point average (r=0.21; p= 0.02) and academic performance in the entire group. In men, no variables related to grade point average were found. However, academic motivation (r=0.35; p= 0.02), interpersonal intelligence (r=0.33; p= 0.02), stress management (r=0.32; p= 0.03), adaptability (r=0.52; p= 0.0001), general mood (r=0.40; p= 0.006), positive impression (r=0.31; p= 0.04) and total emotional quotient (r=0.43; p= 0.003) were all positively related to academic performance. In women only stress management was related to grade point average and academic performance (r=0.23 and r= 0.24; p=0.04 in both cases), respectively.  Discussion or Conclusion:  The results show higher academic performance in women than in men, even in those students with adequate academic performance. Emotional intelligence participates in different mode by sex in high school students and only stress management seems to be related to academic performance in women. So, these results are useful to focus on programs and counselling in this population to increase emotional competences and academic motivation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  En muchas poblaciones y grados escolares, se ha comparado el rendimiento académico en estudiantes de acuerdo a su sexo. La inteligencia emocional se ha relacionado con el rendimiento académico, sin embargo, incluso en estudiantes con un promedio de calificaciones adecuado, esta y otras variables, como la motivación, podrían estar involucradas. El objetivo del estudio fue evaluar la relación entre la inteligencia emocional y la motivación académica de acuerdo con el sexo en estudiantes con un promedio de calificaciones adecuado.  Método:  Realizamos un estudio transversal en 119 estudiantes de nivel medio superior (75 mujeres y 44 hombres) de la Universidad De La Salle Bajío. Se aplicó el Inventario de Cocientes Emocionales en su Versión para Adolescentes. En cada participante se obtuvo el promedio de calificaciones del último semestre y el rendimiento académico.  Resultados:  En las mujeres se identificó mayor promedio de calificaciones y rendimiento académico, pero un menor manejo del estrés y estado de ánimo que en los hombres. La motivación académica (r = 0.24; p = 0.008), el manejo del estrés (r = 0.18; p = 0.05), la adaptabilidad (r = 0.19; p = 0.03) y el cociente emocional total (r = 0.19; p = 0.03) se relacionaron positivamente con el rendimiento académico, mientras la relación de la edad fue negativa con el rendimiento académico (r = -0.23; p = 0.01). La motivación académica fue la única variable relacionada tanto con el promedio de calificaciones (r = 0.21; p = 0.02) como con el rendimiento académico en todo el grupo. En los hombres, no se encontraron variables relacionadas con el promedio de calificaciones. Sin embargo, la motivación académica (r = 0.35; p = 0.02), la inteligencia interpersonal (r = 0.33; p = 0.02), el manejo del estrés (r = 0.32; p = 0.03), la adaptabilidad (r = 0.52; p = 0.0001), el estado de ánimo (r = 0.40; p = 0.006), la impresión positiva (r = 0.31; p = 0.04) y el cociente emocional total (r = 0.43; p = 0.003) se relacionaron positivamente con el rendimiento académico. En las mujeres, solo el manejo del estrés se relacionó con el promedio de calificaciones y el rendimiento académico (r = 0.23 y r = 0.24; con p = 0.04 en ambos casos), respectivamente.  Discusión o Conclusión:  Los resultados muestran un mayor rendimiento académico en mujeres que en hombres, incluso en aquellos estudiantes con un rendimiento académico adecuado. La inteligencia emocional participa de forma diferenciada por sexo en los estudiantes de nivel medio superior y solo el manejo del estrés parece estar relacionado con el rendimiento académico en las mujeres. Estos resultados son útiles para centrarse en programas y asesoramiento en esta población para aumentar las competencias emocionales según el sexo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[academic motivation]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[sex]]></kwd>
<kwd lng="en"><![CDATA[higher medium education]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[motivación académica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[sexo]]></kwd>
<kwd lng="es"><![CDATA[educación media superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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