<?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>0120-0534</journal-id>
<journal-title><![CDATA[Revista Latinoamericana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[rev.latinoam.psicol.]]></abbrev-journal-title>
<issn>0120-0534</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-05342017000200110</article-id>
<article-id pub-id-type="doi">10.1016/j-rlp.2015.12.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos de un programa de inteligencia emocional en factores socioemocionales y sintomas psicosomáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of an emotional intelligence program on socioemotional factors Emotional and psychosomatic symptoms]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarrionandia]]></surname>
<given-names><![CDATA[Ainize]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garaigordobil]]></surname>
<given-names><![CDATA[Maite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco Facultad de Psicologia ]]></institution>
<addr-line><![CDATA[San Sebastian ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>49</volume>
<numero>2</numero>
<fpage>110</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-05342017000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-05342017000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-05342017000200110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio tuvo dos objetivos: (a) evaluar los efectos de un programa que fomenta la inteligencia emocional, y (b) explorar si el programa afectó diferencialmente en función del sexo. La muestra se configuró con 148 adolescentes (13-16 años). El estudio utilizó un diseño cuasiexperimental de medidas repetidas pretest-postest con grupos de control. Se administraron cuatro instrumentos de evaluación antes y después del programa así como en el seguimiento un año después de concluir la intervención. Los instrumentos administrados evalúan las variables dependientes objeto de estudio: inteligencia emocional, felicidad, salud física y grandes rasgos de personalidad. Los análisis de covarianza pretest-postest evidenciaron que el programa aumentó significativamente la inteligencia emocional en los participantes experimentales y disminuyó los síntomas psicosomáticos. La felicidad aumentó, pero las diferencias no fueron estadísticamente significativas. Los análisis de covarianza pretest-seguimiento evidenciaron un aumento de la inteligencia emocional y la felicidad, así como una disminución de los síntomas psicosomáticos y la inestabilidad emocional. En general no se encontraron diferencias significativas en función del sexo. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study pursued two objectives: (a) evaluating the effects of an intervention program to develop emotional intelligence; and (b) exploring whether the program had an impact, differentially by gender. The sample included 148 adolescents (13-16 years old). The study used a quasi-experimental repeated measurements pre-test-post-test design, with control groups. Four assessment tools were administered before and after the program, as well as in the follow-up. The tools administered assess the dependent variables under study: emotional intelligence, happiness, physical health, and personality traits. The analysis of pre-test-posttest covariance revealed that the program significantly stimulated an increase in the emotional intelligence in the experimental participants, thereby decreasing psychosomatic symptoms. Happiness increased, but the change was not statistically significant. The analysis of pre-testfollow- up covariance confirmed that the program significantly enhanced emotional intelligence and happiness, decreasing psychosomatic symptoms and emotional instability. In general, there were no significant changes as regards gender. The discussion focuses on the importance of implementing programs to promote social-emotional development during adolescence.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Intervenciön]]></kwd>
<kwd lng="es"><![CDATA[Adolescencia]]></kwd>
<kwd lng="es"><![CDATA[Sexo]]></kwd>
<kwd lng="en"><![CDATA[Emotional Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Intervention]]></kwd>
<kwd lng="en"><![CDATA[Adolescence]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
</kwd-group>
</article-meta>
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