<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000100176</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-1.9</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias emocionales y toma de decisiones responsable en preadolescentes con el apoyo de docentes, padres y madres de familia: Un estudio comparativo en estudiantes de 4º a 6º año de educación primaria en España]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional Competencies and Responsible Decision Making in Pre-Adolescents with the Support from Teachers, Fathers, and Mothers: A Comparative Study in 4th to 6th-Grade Students of Primary Education in Spain]]></article-title>
<article-title xml:lang="pt"><![CDATA[Habilidades emocionais e decisões responsáveis em pré-adolescentes, com o apoio de professores, pais e mães: um estudo comparativo com estudantes de 4º a 6º ano do ensino fundamental na Espanha]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez-Cervantes]]></surname>
<given-names><![CDATA[Ma. Concepción]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaeta-González]]></surname>
<given-names><![CDATA[Martha Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Popular Autónoma del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ Puebla]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>176</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000100176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000100176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000100176&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como propósito analizar la relación entre las competencias emocionales y la toma de decisiones responsable en preadolescentes, y el apoyo de docentes, padres y madres de familia en este proceso, que pudiera ayudar al estudiantado a resolver problemas y enfrentarse a situaciones de riesgo de una mejor manera. Para lograrlo, se realizó una investigación con enfoque cuantitativo, de tipo descriptivo correlacional y corte transversal. Participaron 70 estudiantes de 4º, 5º y 6º de primaria (entre 8 a 12 años), 3 docentes y 12 padres y madres de familia, de un colegio público en la provincia de Almería, España. Para recopilar la información se diseñaron tres cuestionarios (para el estudiantado, personal docente, padres y madres de familia), con base en modelos teóricos (Bisquerra y Pérez, 2007) einventarios estandarizados de auto-reporte en materia de competencias emocionales (Extremera y Fernández-Berrocal, 2004; Matson, Rotatori y Helsel, 1983). Los datos colectados se analizaron mediante estadística descriptiva, de comparación entre grupos y de relación entre variables. En sus principales resultados, el alumnado reporta realizar un mayor trabajo en el fortalecimiento de su conciencia emocional, seguido por la regulación emocional y las relaciones interpersonales. No se encontraron diferencias significativas en el manejo de emociones y en la toma de decisiones responsable entre el estudiantado de los tres grados académicos; sin embargo, los varones reportaron un mayor control emocional que las mujeres. Existe una correlación significativa entre las competencias emocionales y la toma de decisiones responsable en la población preadolescentes. El personal docente manifiesta realizar un mayor trabajo en el desarrollo de la conciencia emocional del estudiantado y de apoyo en la toma responsable de decisiones. Por su parte, los padres y madres de familia buscan, en mayor medida, ayudar a sus hijos e hijas para que actúen con mayor seguridad de sí mismos y de sí mismas; además de realizar un trabajo colaborativo con la escuela, al documentarse o buscar apoyo para contribuir en la educación y desarrollo personal de su descendencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the relationship between emotional competencies and responsible decision making in pre-adolescents, and the support of teachers and parents in this process, which could help students to solve problems and face risk situations in a better way. A quantitative, descriptive correlation and cross-sectional type research was carried out to achieve this aim. 70 students from the 4th, 5th and 6th grades (ages 8-12), three teachers and 12 parents from a public school in the province of Almeria, Spain, participated in the study. Three questionnaires were designed (for students, teachers and parents) to collect the information; they were based on theoretical models (Bisquerra &amp; Pérez, 2007) and standardized self-report inventories in emotional competencies (Extremera &amp; Fernández-Berrocal, 2004; Matson et al., 1983). The collected data were analyzed using descriptive statistics, a comparison between groups, and a correlation between variables. Among the main results, students reported that they did greater work in strengthening their emotional awareness, followed by emotional regulation and interpersonal relationships. There were no significant differences in emotional management and responsible decision making among students from the three academic years; however, males reported greater emotional control than females. A significant correlation between emotional competencies and responsible decision making in pre-adolescents was found. Teaching staff mentioned having done greater work in the development of students&#8217; emotional awareness and support of their responsible decision making. Parents, in turn, seek to help their sons and daughters to be more self-reliant, in addition to working collaboratively with the school, by documenting or seeking support to contribute to education and personal development of their children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é analisar a relação entre a competência emocional e decisões responsáveis em pré-adolescentes, e apoio de professores, pais e mães neste processo, o que poderia ajudar aos estudantes a resolver de uma melhor maneira os problemas e situações de risco. Para alcançar este objetivo, esta investigação foi levada a cabo com abordagem quantitativa, de tipo descritivo correlacional e transversal. Participaram deste trabalho 70 estudantes de 4ª, 5ª e 6ª série do ensino básico, (entre 8 a 12 anos), 3 professores e 12 pais e mães de família, de uma escola pública na província de Almeria, Espanha. Para reunir informações foram elaborados três questionários (para estudantes, professores, pais e mães), com base em modelos teóricos (Bisquerra e Perez, 2007) e inventários padronizados de auto-relato sobre competências emocionais (Extremera e Fernández-Berrocal, 2004; Matson, Rotatori e Helsel, 1983). Os dados recolhidos foram analisados usando a estatística descritiva, a comparação entre grupos e a relação entre as variáveis. Em seus principais resultados, os estudantes dialogaram sobre fazer mais trabalho visando reforçar a sua consciência emocional, seguido de regulação emocional e relações interpessoais. Não houve diferenças significativas no trabalhar das emoções e tomar decisões de forma responsável entre os estudantes dos três graus acadêmicos; no entanto, os homens demonstraram maior controle emocional do que as mulheres. Existe uma correlação significativa entre as competências emocionais e decisão tomadas de forma responsável entre a população pré-adolescente. A equipe docente manifesta a necessidade de trabalhar mais no desenvolvimento da consciência emocional dos estudantes e apoiar a tomada de decisão responsável. Enquanto isso, os pais e mães de família buscam, de certa forma, ajudar seus filhos e filhas a agir com maior autoconfiança; também realizar um trabalho colaborativo com a escola, no sentido de documentação ou na busca de apoio para contribuir a educação e desenvolvimento pessoal dos seus descendentes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias emocionales]]></kwd>
<kwd lng="es"><![CDATA[educación emocional]]></kwd>
<kwd lng="es"><![CDATA[toma de decisiones]]></kwd>
<kwd lng="es"><![CDATA[preadolescencia]]></kwd>
<kwd lng="en"><![CDATA[Emotional competencies]]></kwd>
<kwd lng="en"><![CDATA[emotional education]]></kwd>
<kwd lng="en"><![CDATA[decision making]]></kwd>
<kwd lng="en"><![CDATA[pre-adolescence]]></kwd>
<kwd lng="pt"><![CDATA[habilidades emocionais]]></kwd>
<kwd lng="pt"><![CDATA[educação emocional]]></kwd>
<kwd lng="pt"><![CDATA[tomada de decisão]]></kwd>
<kwd lng="pt"><![CDATA[pré-adolescência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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