<?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>S1688-42212018000200271</article-id>
<article-id pub-id-type="doi">10.22235/cp.v12i2.1691</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de las inteligencias múltiples y creatividad en universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of multiple intelligences and creativity in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hidalgo Fuentes]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sospedra-Baeza]]></surname>
<given-names><![CDATA[María Josefa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Álvarez]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València Facultad de Filosofía y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad a Distancia de Madrid Facultad de Ciencias de la Salud y Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>271</fpage>
<lpage>280</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212018000200271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212018000200271&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212018000200271&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Un reto de la educación actual es formar a alumnos competentes para desenvolverse en una sociedad diversa y dinámica. El cociente intelectual no es suficiente para garantizar el éxito académico ni profesional (Extremera &amp; Fernández-Berrocal, 2006) y deben considerarse aspectos cognitivos, sociales y emocionales. El objetivo del estudio fue analizar el grado alcanzado en estudiantes universitarios de trabajo social en las inteligencias múltiples, inteligencia emocional, creatividad y rendimiento académico, así como su relación y las diferencias en función del sexo y el curso en una muestra de 100 estudiantes. Se encontraron diferencias significativas en función del curso y relaciones entre algunos componentes emocionales e inteligencias múltiples. Así, los resultados hallados ponen de manifiesto la relevancia y relación entre las variables evaluadas para el rendimiento global de los estudiantes universitarios y, por tanto, la pertinencia y necesidad de diseñar intervenciones dirigidas a la optimización de las mismas de manera integrada]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: A challenge of current education is to train competent students to function in a diverse and dynamic society. IQ is not enough to guarantee academic or professional success (Extremera &amp; Fernández-Berrocal, 2006) and must be considered cognitive, social and emotional aspects. The aim of the study was to analyze the degree attained in university students of social work in multiple intelligences, emotional intelligence, creativity and academic performance, as well as their relationship and differences according to sex and the course in a sample of 100 students. Significant differences were found according to the course and relationships between some emotional components and multiple intelligences. Thus, the results found reveal the relevance and relationship between the variables evaluated for the overall performance of university students and therefore, the relevance and need to design interventions aimed at optimizing them in an integrated manner]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencias múltiples]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[creatividad]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[multiple intelligences]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[creativity]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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