<?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>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802020000100125</article-id>
<article-id pub-id-type="doi">10.21615/cesp.13.1.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relaciones entre la inteligencia emocional, el burnout académico y el rendimiento en adolescentes escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between Emotional Intelligence, Academic Burnout and School Performance in Adolescent Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Usán Supervía]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salavera Bordás]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejías Abad]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>125</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802020000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802020000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802020000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente trabajo fue analizar la relación entre la inteligencia emocional, el burnout académico y el rendimiento escolar en una muestra de 1756 estudiantes adolescentes pertenecientes a nueve centros de Educación Secundaria Obligatoria (ESO). Los instrumentos utilizados fueron las versiones españolas del Traid Meta-Mood Scale-24 (TMMS-24) y el Maslach Burnout Inventory Student-Survey (MBI-SS); y el rendimiento escolar se cuantificó a través de la nota media de cada alumno. Se realizó un estudio ex post-facto de carácter prospectivo con un diseño descriptivo simple. Los resultados mostraron relaciones positivas del rendimiento escolar con las dimensiones de comprensión y regulación emocional, así como con la eficacia académica; y relación negativa con el agotamiento físico/ emocional y cinismo. Los resultados resaltan la influencia de los recursos personales asociados a la inteligencia emocional en la prevención de la aparición del burnout, así como en la mejora de la eficacia personal que pueda conducir a un mayor rendimiento. Se desprende la necesidad de promover las habilidades emocionales en el aula como facilitadoras de las actitudes positivas hacia el desempeño escolar y la prevención del burnout académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aimed to analyze the relationship between emotional intelligence, academic burnout and school performance in a sample of 1.756 adolescent students belonging to 9 compulsory secondary education (ESO) centers. The instruments used were the Spanish versions of the Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS); school performance was quantified through the average mark of each student. A prospective ex post facto study was conducted with a simple descriptive design. The results showed positive relationships of school performance with the dimensions of understanding and emotional regulation, as well as with academic effectiveness, and negative relationships with physical/emotional exhaustion and cynicism. The results highlight the influence of personal resources associated with emotional intelligence in preventing burnout, as well as personal effectiveness improvement that can lead to greater performance. The need to promote emotional skills in the classroom as facilitators of positive attitudes for school performance and the prevention of academic burnout is revealed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Burnout Académico]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento Escolar]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Adolescentes]]></kwd>
<kwd lng="en"><![CDATA[Emotional Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Academic Burnout]]></kwd>
<kwd lng="en"><![CDATA[School Performance]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Vozmediano]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Be water: Direct and indirect relations between perceived emotional intelligence and subjective well-being]]></article-title>
<source><![CDATA[Australian Journal of Psychology]]></source>
<year>2015</year>
<volume>67</volume>
<edition>1</edition>
<page-range>47-54</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
