<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2021000300045</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2021.51.3.390</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Afectividad de normalistas: estudio sobre el estado de ánimo y la inteligencia emocional]]></article-title>
<article-title xml:lang="en"><![CDATA[Preservice Teachers&#8217; Affectivity: Study of their Mood and Emotional Intelligence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frausto Martín del Campo]]></surname>
<given-names><![CDATA[Adrián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patiño Domínguez]]></surname>
<given-names><![CDATA[Hilda Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>51</volume>
<numero>3</numero>
<fpage>45</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2021000300045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2021000300045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2021000300045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una educación de carácter humanista implica no sólo el aprendizaje de los contenidos disciplinares o cognitivos. Es importante que los futuros maestros desarrollen su inteligencia emocional a través de habilidades que les permitan conocer, aceptar y regular sus emociones para conseguir estados de bienestar subjetivo y establecer relaciones constructivas con los demás. En el presente artículo se ofrece un estudio de carácter cuantitativo no experimental descriptivo, cuya intención fue examinar la forma en que se vinculan las habilidades de la inteligencia emocional con el estado anímico de 399 estudiantes normalistas de Guanajuato, Puebla y Ciudad de México. Se utilizaron dos instrumentos: el TMM24, que mide rasgos de la inteligencia emocional y la Escala de Activación Positiva y Negativa (PANAS). Entre los principales hallazgos destaca: 1) el estado de ánimo positivo del estudiantado participante está encaminado a la toma de decisiones, orgullo y atención en el entorno; mientras que el polo del estado negativo muestra rasgos de preocupación; 2) se necesita fortalecer las habilidades de atención y claridad emocional en el grupo participante con la finalidad de alcanzar un nivel adecuado, y 3) mejorar los niveles de las habilidades emocionales podría aumentar el estado anímico del estudiantado normalista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A humanistic education implies not only the learning of the disciplinary or cognitive contents. It is very important that future teachers develop their emotional intelligence through skills that allow them to know, accept and regulate their emotions to achieve states of subjective well-being and establish constructive relationships with others. This article offers a descriptive, non-experimental, quantitative study with the intention to examine how Emotional Intelligence skills are linked to the mood of 399 preservice teachers from Guanajuato, Puebla, and Mexico City. We used two instruments: the TMM24 that measures Emotional Intelligence traits and the Positive and Negative Activation Scale (PANAS). Among the main findings, the following stand out: 1) the positive mood of the participating student body is aimed at decision-making, pride, and care in the environment; while the pole of the negative state shows features of concern; 2) it is necessary to strengthen the skills of attention and emotional clarity in the participating group to reach an adequate level; and 3) improving the levels of emotional skills could boost the mood of preservice teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes normalistas]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[estado de ánimo]]></kwd>
<kwd lng="es"><![CDATA[habilidades socioemocionales]]></kwd>
<kwd lng="en"><![CDATA[preservice teachers]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[mood]]></kwd>
<kwd lng="en"><![CDATA[socioemotional skills]]></kwd>
</kwd-group>
</article-meta>
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