<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212017000100029</article-id>
<article-id pub-id-type="doi">10.22235/cp.v11i2.1344</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA INFLUENCIA DE LAS EMOCIONES SOBRE EL RENDIMIENTO ACADÉMICO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE INFLUENCE OF EMOTIONS ON ACADEMIC PERFORMANCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pulido Acosta]]></surname>
<given-names><![CDATA[Federico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Clavero]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Educación, Economía y Tecnología de Ceuta ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Facultad de Educación, Economía y Tecnología de Ceuta ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>29</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212017000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212017000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212017000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se pretende conocer los tipos, niveles y relaciones del Miedo, la Inteligencia Emocional (IE) y el Rendimiento Académico (RA) del alumnado de la ciudad de Ceuta. Se contó con 1186 participantes (57.8% mujeres y 42.2% varones, 58.9% musulmanes y 41.1% cristianos). Como instrumentos se emplearon la adaptación de Ascensio, Vila, Robles-García, Páez, Fresán&amp; Vázquez (2012) del FSSC-II y la de Matesanz (2006) del FSS, una adaptación MSCEIT (Mayer, Salovey&amp;Caruso, 2009) y las calificaciones de los alumnos. Se recogen niveles medios de Miedo y RA y medio-altos en IE. Influyen las variables edad, género, cultura/religión y estatus socioeconómico-cultural. Existe una relación visible entre IE y RA, aumentado las puntuaciones en esta última variable a medida que ascienden las puntuaciones en IE. También se encontraron relaciones entre Miedo y RA y Miedo e IE siendo estas inversamente proporcionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this work is to reflect the types of Fear, Emotional Intelligence (EI) and Academic Achievement (AA,) and the influence over each other, of students in the city of Ceuta. We focused on 1186 participants; 42.2% boys and 57.8% girls; of which 58.9% are Muslims and 41.1% Christians. The techniques used are the FSSC-II, adapted by Ascensio, et al. (2012), the Matesanz (2006) adaptation of FSS, a similar adaptation of Mayer et al. (2009) MSCEIT, as well as the student&#8217;s grades. The results show medium levels of Fear and AA and medium to high of EI. These are influenced by age, gender, customs/religion and socioeconomic and cultural status. We found a relationship between EI and AA, which increases when EI levels are higher. We have also found a negative relationship between Fear and EI and between Fear and AA.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[emoción]]></kwd>
<kwd lng="es"><![CDATA[miedo]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[contexto pluricultural]]></kwd>
<kwd lng="en"><![CDATA[emotion]]></kwd>
<kwd lng="en"><![CDATA[fear]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[pluricultural context]]></kwd>
</kwd-group>
</article-meta>
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