<?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>2007-5936</journal-id>
<journal-title><![CDATA[Psicumex]]></journal-title>
<abbrev-journal-title><![CDATA[Psicumex]]></abbrev-journal-title>
<issn>2007-5936</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Sonora, Consorcio de Universidades Mexicanas A,C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-59362022000100123</article-id>
<article-id pub-id-type="doi">10.36793/psicumex.v12i1.416</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional y establecimiento de metas en adolescentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence and goal setting in adolescents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Gutiérrez]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade-Villegas]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez-Loya]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Alcántara]]></surname>
<given-names><![CDATA[Karla Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-59362022000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-59362022000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-59362022000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La adolescencia es determinante para el desarrollo de un proyecto de vida y hábitos. Se ha observado que los adolescentes con inteligencia emocional muestran mejores habilidades de adaptación, bienestar y en la consecución de planes y metas. La asociación entre inteligencia emocional y el establecimiento de metas en esta etapa aún requiere investigarse, por ello, el objetivo de este trabajo fue determinar si la inteligencia emocional constituye un factor predictor para un eficaz establecimiento de metas en adolescentes y si hay diferencias entre hombres y mujeres, y entre adolescentes de distintas edades. Se evaluó a 670 estudiantes de nivel medio superior con edades de entre 15 y 17 años (58 % mujeres y 42 % hombres), a los cuales se les aplicó el inventario de autoconocimiento y establecimiento de metas, así como cuatro componentes del perfil de inteligencia emocional. Los datos se analizaron por medio de análisis t de Student, ANOVA simple, r de Pearson y regresión lineal. Los resultados indican que quienes presentan mayor inteligencia emocional cuentan con más habilidades para establecer metas. Las mujeres identifican mejor los obstáculos que les impiden lograr sus metas y son más empáticas, los hombres son más optimistas y expresan más sus emociones, y los adolescentes de mayor edad (17 años) están más dispuestos al logro que los más jóvenes. En conclusión, es posible diseñar estrategias para que los adolescentes mejoren su inteligencia emocional, pues esta es un factor importante para el establecimiento de metas y la construcción de un proyecto de vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Adolescence is a determining factor for the development of a life project and habits. Adolescents with emotional intelligence show better adaptation skills, well-being, as well achieving plans and goals. The association between emotional intelligence and goal setting at this stage still needs to be investigated, so the aim of this study was to determine whether emotional intelligence is a predictor of effective goal setting in adolescents and if there are differences between males and females and between adolescents of different ages. A total of 670 high school students between 15 and 17 years of age (58% female and 42% male) were evaluated and administered the Self-Awareness and Goal Setting Inventory, as well as four components of the Emotional Intelligence Profile. The data were analyzed by means of Student's t analysis, simple ANOVA, Pearson's r and linear regression. The results show that those with higher emotional intelligence have greater goal-setting skills. Women are better at identifying the obstacles related to achieving their goals and are more empathetic. Men are more optimistic and express their emotions more. Older adolescents (17 years old) are more willing to achieve than younger ones. In conclusion, it is possible to design strategies for adolescents to improve their emotional intelligence, as this is an important factor in setting goals and building a life project.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[adolescencia]]></kwd>
<kwd lng="es"><![CDATA[establecimiento de metas]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[proyecto de vida]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="en"><![CDATA[adolescence]]></kwd>
<kwd lng="en"><![CDATA[goal setting]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[life project]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
</kwd-group>
</article-meta>
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