<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572015000300126</article-id>
<article-id pub-id-type="doi">10.1016/j.riem.2015.04.002</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Correlación de inteligencia emocional con bienestar psicológico y rendimiento académico en alumnos de licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Correlation of emotional intelligence with psychological well-being and academic performance in bachelor degree students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-López]]></surname>
<given-names><![CDATA[Dolores]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León-Hernández]]></surname>
<given-names><![CDATA[Saúl Renán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barragán-Velásquez]]></surname>
<given-names><![CDATA[Clemente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Nacional de Rehabilitación Coordinación de Servicio Social y Prácticas Profesionales ]]></institution>
<addr-line><![CDATA[México D.F.]]></addr-line>
<country>MX</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Instituto Nacional de Rehabilitación Unidad de Apoyo a la Investigación de Rehabilitación ]]></institution>
<addr-line><![CDATA[México D.F.]]></addr-line>
<country>MX</country>
</aff>
<aff id="A03">
<institution><![CDATA[,SSA Hospital Psiquiátrico Dr. Ramírez Moreno Jefatura del área de psicología]]></institution>
<addr-line><![CDATA[México D.F.]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>4</volume>
<numero>15</numero>
<fpage>126</fpage>
<lpage>132</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572015000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572015000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572015000300126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[IntroducciónExisten numerosos estudios que destacan la relación de la inteligencia emocional con el desempeño académico; sin embargo, la mayoría de los instrumentos empleados para medir la inteligencia emocional han sido diseñados y validados para poblaciones diferentes a la mexicana. Hasta la fecha, no existe estudio alguno que correlacione la Escala de Bienestar Psicológico con la del Perfil de Inteligencia Emocional, diseñada en México, y analice su probable relación en el rendimiento académico de alumnos de licenciatura.Objetivo¿Qué grado de correlación encontraremos entre las escalas de inteligencia emocional y de bienestar psicológico? y, en caso de estar correlacionadas, ¿predecirán el rendimiento académico de los alumnos de licenciatura?MétodoEncuesta transversal, descriptiva y observacional aplicada a un total de 90 alumnos de licenciatura. Las correlaciones de las escalas se efectuaron con r de Pearson o rho de Spearman, según el caso, y las diferencias en los promedios de las escalas según rendimiento académico se contrastaron por análisis de varianza o con la prueba de Kruskal-Wallis.ResultadosLa Escala de Inteligencia Emocional arrojó un coeficiente de confiabilidad alfa de Cronbach 0.82 (IC 95%: 0.77-0.87, p = 0.0001) y el de bienestar psicológico fue de 0.716 (p = 0.09). A mayor puntaje de inteligencia emocional correspondió mayor puntaje en bienestar psicológico subjetivo y mayor bienestar psicológico material. En general, un hallazgo fue que a menor bienestar psicológico subjetivo hubo mayor promedio de calificaciones en el rendimiento académico (rho: &#8722;0.220, p = 0.03).ConclusionesEncontramos que, en efecto, las escalas de inteligencia emocional y bienestar psicológico están fuertemente correlacionadas, especialmente las dimensiones de optimismo, logro y autoestima de la inteligencia emocional con la dimensión de bienestar psicológico subjetivo de la de bienestar psicológico; sin embargo, un hallazgo interesante fue encontrar que el mayor rendimiento académico no parece estar necesariamente asociado a mayor inteligencia emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[IntroductionThere are numerous studies highlighting the existing relationship between emotional intelligence and academic performance; however, most of the tools used to measure emotional intelligence have been conceived and validated for different Mexican populations. So far, there are no studies correlating Psychological Well-Being scale with the Emotional Intelligence profile conceived in Mexico, and having a probable relationship with the academic performance of bachelor degree students.Objectiveto determine the level of correlation between the emotional intelligence and psychological well-being scales and, if there is any, to determine if it can predict student academic performance within the bachelor's degree.MethodA cross-sectional, descriptive and observational study was conducted on 90 undergraduate students. The correlations between the scales were calculated using Pearson's "r" or Spearman's rho, as appropriate, and the differences between the means of the scales within the academic performance were compared using the analysis of variance or with the Kruskal-Wallis test.ResultsEmotional intelligence scale yielded a coefficient of alpha reliability of Cronbach 0.82 (95% CI; 0.77-0.87, P=.0001) and psychological well-being of 0.716 (P = .09). A higher emotional intelligence score was associated with a higher score in subjective psychological well-being and in material psychological well-being. In general, findings revealed that a lower subjective psychological well-being had higher mean scores in academic performance (rho=&#8722;0.220, P=.03).ConclusionsIt was found that emotional intelligence and well-being psychological scales are strongly correlated, especially within optimism dimensions, achievement and self-esteem regarding the subjective psychological well-being dimension of the psychological well-being. However, it was interesting to note that an increase in academic performance does not appear to be necessarily associated to a higher general emotional intelligence.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Psychological well-being]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Bienestar psicológico]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento escolar]]></kwd>
</kwd-group>
</article-meta>
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