<?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>1657-9267</journal-id>
<journal-title><![CDATA[Universitas Psychologica]]></journal-title>
<abbrev-journal-title><![CDATA[Univ. Psychol.]]></abbrev-journal-title>
<issn>1657-9267</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-92672017000300165</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.upsy16-3.eips</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Emotional Intelligence in Colombian Primary School Children. Location and Gender]]></article-title>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional en niños colombianos de educación primaria. Análisis por contexto y género]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buitrago]]></surname>
<given-names><![CDATA[Rafael E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cepero]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Granada University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pedagogical and Technological University of Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Granada University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>165</fpage>
<lpage>174</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-92672017000300165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-92672017000300165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-92672017000300165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in the Boyacá department. Emotional Quotient Inventory: Youth Version ([EQ-i: YV]; Bar-On &amp; Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in urban than in rural settings. Also, scores on the interpersonal and adaptability dimensions differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza la Inteligencia Emocional (IE) de niños colombianos de educación primaria en función de su contexto (rural o urbano) y género. La muestra final fue de 1451 estudiantes de cuarto y quinto curso de tres provincias del departamento de Boyacá. Se empleó el Inventario de Cociente Emocional: versión para jóvenes ([EQ-i: YV]; Bar-On &amp; Parker, 2000) para la recogida de información. Tanto la fiabilidad como la validez del EQ-i: YV fueron determinados para esta muestra. Los resultados principales revelaron diferencias en la IE de acuerdo con el contexto. En general, la IE fue más alta en el contexto urbano que en el rural. Además, las puntuaciones en las dimensiones interpersonal y adaptabilidad diferían según el género. Adicionalmente, la necesidad de futuras investigaciones y el desarrollo de programas de aprendizaje socio-emocional en las escuelas son discutidas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Colombian children]]></kwd>
<kwd lng="en"><![CDATA[primary school]]></kwd>
<kwd lng="en"><![CDATA[location]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[niños colombianos]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria]]></kwd>
<kwd lng="es"><![CDATA[contexto]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
</kwd-group>
</article-meta>
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