<?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>1794-4449</journal-id>
<journal-title><![CDATA[Revista Lasallista de Investigación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Lasallista Investig.]]></abbrev-journal-title>
<issn>1794-4449</issn>
<publisher>
<publisher-name><![CDATA[Corporación Universitaria Lasallista]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-44492020000200135</article-id>
<article-id pub-id-type="doi">10.22507/rli.v17n2a10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre el logro educativo y la percepción emocional intrapersonal e interpersonal]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between academic achievement and intrapersonal and interpersonal emotional perception]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre desempenho educacional e percepção emocional intrapessoal e interpessoal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Pichardo]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Medina]]></surname>
<given-names><![CDATA[Mario Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>135</fpage>
<lpage>148</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-44492020000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-44492020000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-44492020000200135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: se construyó un modelo teórico en el que se asocian el logro educativo con los componentes percepción emocional intrapersonal positiva y negativa y la percepción emocional interpersonal positiva y negativa.  Objetivo: determinar la relación entre el logro educativo alcanzado en Matemáticas y en Lenguaje y Comunicación y la percepción emocional intrapersonal e interpersonal positiva y negativa por parte de escolares a nivel Bachillerato.  Materiales y métodos: no experimental, cuantitativa y correlacional. Se utilizó la base de datos de las Evaluaciones de Logro referidas al Sistema Educativo Nacional (ELSEN) correspondientes al Plan Nacional para la Evaluación de los Aprendizajes (PLANEA) 2017 en México. El procesamiento de la información se llevó a cabo con el software AMOS 25. El tamaño de la muestra fue de 4822 estudiantes que cursaron el último grado del Bachillerato en el estado de Nuevo León, México. Se aplicó la técnica de modelado con ecuaciones estructurales para comprobar empíricamente el modelo propuesto.  Resultados: se mostró que la percepción emocional intrapersonal e interpersonal negativa se asocia negativamente con el logro educativo. De manera contraria, al mejorar los aspectos de percepción intrapersonal e interpersonal positiva, el logro educativo se incrementa.  Conclusiones: se realizan algunas recomendaciones para construir y proponer estrategias que coadyuven a la salud emocional del estudiante utilizando Recursos Educativos Abiertos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: a theoretical model was built with the components: intrapersonal and interpersonal emotional perception, both positive and negative, and academic achievement.  Objective. to determine the relationship between academic achievement in Mathematics, Language and Communication, and the interpersonal and intrapersonal emotional perception, both positive and negative, in High-School students.  Materials and methods: they were quantitative, correlational and non-experimental. To perform this analysis, the data base Achievement Evaluation referring to the National Educational System (ELSEN), corresponding to the National Plan for Evaluating Knowledge (PLANEA) 2017 in Mexico, was used. This information was processed with the use of the software AMOS 25. 4822 students from Nuevo León, México, who were coursing their last semester in college, participated in this investigation. The technique of modeling with structural equations was applied to empirically test the proposed model.  Results: they were showed that negative intrapersonal and interpersonal emotional perception is unfavorably related to educational achievement. On the other hand, by improving the aspects of positive intrapersonal and interpersonal emotional perception, the educational attainment increases.  Conclusions: some recommendations were given, related to strategies that contribute to emotional health using Open Educational Resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: foi construído um modelo teórico em que o nível de escolaridade está associado aos componentes da percepção emocional intrapessoal positiva e negativa e à percepção emocional interpessoal positiva e negativa.  Objetivo: determinar a relação entre o desempenho acadêmico em Matemática, Linguagem e Comunicação e a percepção emocional interpessoal e intrapessoal, tanto positiva quanto negativa, em estudantes do Ensino Médio.  Materiais e métodos: foi quantitativo, correlacional e não experimental. Para realizar esta análise, utilizou-se a Base de Dados de Avaliação de Realizações referente ao Sistema Nacional de Educação (ELSEN), correspondente ao Plano Nacional de Avaliação de Conhecimento (PLANEA) 2017, no México. O processamento das informações foi realizado com o software AMOS 25. O tamanho da amostra foi de 4822 alunos que cursaram o último ano do Bachillerato no estado de Nuevo León, México. A técnica de modelagem com equações estruturais foi aplicada para verificar empíricamente o modelo proposto.  Resultados: mostraram que a percepção emocional intrapessoal e interpessoal negativa está negativamente associada ao desempenho educacional. Por outro lado, ao melhorar os aspectos da percepção intrapessoal e interpessoal positiva, o nível educacional aumenta.  Conclusões: algumas recomendações sobre estratégias que contribuem para a saúde emocional usando Recursos Educacionais Abertos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje y Comunicación]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[adolescentes]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[Quiceno]]></surname>
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<article-title xml:lang=""><![CDATA[Calidad de vida relacionada con la salud y emociones negativas en pacientes con diagnóstico de enfermedad pulmonar obstructiva crónica (EPOC).]]></article-title>
<source><![CDATA[Psicología desde el Caribe]]></source>
<year>2006</year>
<numero>18</numero>
<issue>18</issue>
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</back>
</article>
