<?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>S1688-42212024000101214</article-id>
<article-id pub-id-type="doi">10.22235/cp.v18i1.3333</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional y procrastinación académica en estudiantes universitarios en Perú]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência emocional e procrastinação acadêmica em universitários em Peru]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence and academic procrastination in university students in Peru]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chavez-Fernandez]]></surname>
<given-names><![CDATA[Samuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haro-Rodriguez]]></surname>
<given-names><![CDATA[Yeniffer M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machaca-Calcina]]></surname>
<given-names><![CDATA[Lucero G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rengifo]]></surname>
<given-names><![CDATA[Cristian E. Adriano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212024000101214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212024000101214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212024000101214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este estudio fue analizar la relación entre la Inteligencia Emocional (IE) y la Procrastinación Académica (PA) en estudiantes universitarios y generar un modelo predictivo. Este estudio tiene un enfoque cuantitativo y de diseño predictivo transversal. Participaron 254 estudiantes, cuyas edades fluctuaron entre los 18 y los 30 años, de distintas escuelas profesionales en Perú. Se administró el Inventario Breve de Inteligencia Emocional para Mayores (EQ-I-M20) y la Escala de Procrastinación Académica. Los hallazgos muestran que el 52 % de los participantes tienen un nivel alto de inteligencia emocional y el 51.2 % un nivel alto de procrastinación académica. La asociación entre la inteligencia emocional y la procrastinación académica fue significativa y negativa. Las dimensiones de la inteligencia emocional predicen significativamente la procrastinación académica, a excepción de la dimensión intrapersonal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste estudo foi analisar a relação entre Inteligência Emocional (IE) e Procrastinação Acadêmica (AP) em estudantes universitários e gerar um modelo preditivo. Este estudo tem uma abordagem quantitativa e um desenho preditivo transversal. Participaram 254 alunos, com idades entre 18 e 30 anos, de diferentes escolas profissionais em Peru. Foram aplicados o Inventário Breve de Inteligência Emocional para Idosos (EQ-I-M20) e a Escala de Procrastinação Acadêmica. Os resultados mostram que 52 % dos participantes têm um alto nível de inteligência emocional e 51,2 % um alto nível de procrastinação acadêmica. A associação entre inteligência emocional e procrastinação acadêmica foi significativa e negativa. As dimensões da inteligência emocional predizem significativamente a procrastinação acadêmica, com exceção da dimensão intrapessoal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aimed to analyze the relationship between Emotional Intelligence (EI) and Academic Procrastination (AP) in university students and to generate a predictive model. This study has a quantitative approach and a cross-sectional predictive design. Two hundred fifty-four students from different professional schools in Peru participated, whose ages fluctuated between 18 and 30 years. The Brief Emotional Intelligence Inventory for Seniors (EQ-I-M20) and the Academic Procrastination Scale were administered. The findings show that 52 % of the participants have a high level of emotional intelligence, and 51.2 % have a high level of academic procrastination. The association between emotional intelligence and academic procrastination was significant and negative. The dimensions of emotional intelligence significantly predict academic procrastination, except for the intrapersonal dimension.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[procrastinación académica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[correlación]]></kwd>
<kwd lng="es"><![CDATA[predictores]]></kwd>
<kwd lng="es"><![CDATA[Perú]]></kwd>
<kwd lng="pt"><![CDATA[inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[procrastinação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[universitários]]></kwd>
<kwd lng="pt"><![CDATA[correlações]]></kwd>
<kwd lng="pt"><![CDATA[preditores]]></kwd>
<kwd lng="pt"><![CDATA[Peru]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[correlations]]></kwd>
<kwd lng="en"><![CDATA[predictors]]></kwd>
<kwd lng="en"><![CDATA[Peru]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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