<?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>S1409-42582023000100187</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-1.14391</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional: Asociación con las emociones negativas y desempeño laboral en personal docente universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional Intelligence: Association With Negative Emotions and job Performance in University Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência emocional: Associação com emoções negativas e desempenho profissional em professores universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Paniagua]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez-Epiquén]]></surname>
<given-names><![CDATA[Abdías]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arévalo-Quijano]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional José María Arguedas  ]]></institution>
<addr-line><![CDATA[Andahuaylas ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Frontera  ]]></institution>
<addr-line><![CDATA[Sullana ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional José María Arguedas  ]]></institution>
<addr-line><![CDATA[Andahuaylas ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>187</fpage>
<lpage>203</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000100187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000100187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000100187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo:  Se propuso determinar la relación entre la inteligencia emocional, las emociones negativas y el desempeño laboral, y el nivel de estas variables en el personal docente universitario.  Método:  Es una investigación básica, descriptiva simple correlacional transaccional, se utilizó el test de inteligencia emocional de Baron ICE:NA completo, el inventario de competencias de regulación emocional y el cuestionario de desempeño laboral, con una muestra de 75 docentes, edad promedio de 45 años, en dos universidades de Perú, en el análisis se utilizó las frecuencias y la correlación de Pearson.  Conclusiones:  Los resultados muestran una asociación positiva entre la inteligencia emocional y el desempeño laboral, por otro lado, inteligencia emocional y el desempeño laboral se asocian negativamente con las emociones negativas. Además, el nivel hallado en la inteligencia emocional es equilibrado, regular en las emociones negativas y bueno para el desempeño laboral. El estudio determina que, si las emociones negativas se regulan, mejoraría la inteligencia emocional y el desempeño laboral del personal docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective:  Our aim was to determine the relationship between emotional intelligence, negative emotions, and job performance, and the level of these variables in university teaching staff.  Method:  It is a basic, descriptive, simple correlational transactional research; the complete Baron ICE:NA emotional intelligence test, the inventory of emotional regulation skills and the job performance questionnaire were used with a sample of 75 teachers, average age 45 years, in two universities in Peru. Frequencies and Pearson's correlation were used in the analysis.  Conclusions:  The results show a positive association between emotional intelligence and job performance; on the other hand, emotional intelligence and job performance are negatively associated with negative emotions. In addition, the level found in emotional intelligence is balanced, regular in negative emotions and good for job performance. The study determines that, if negative emotions are regulated, it would improve the emotional intelligence and job performance of teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo:  O nosso objetivo era determinar a relação entre inteligência emocional, emoções negativas e desempenho no trabalho, e o nível destas variáveis em docentes universitários.  Método:  Esta é uma pesquisa básica, descritiva, simple correlacional transaccional, usando o teste completo de inteligência emocional Baron ICE:NA, o inventário de competências de regulação emocional e o questionário de desempenho no trabalho, com uma amostra de 75 professores, idade média de 45 anos, em duas universidades no Peru. As frequências e a correlação de Pearson foram utilizadas na análise.  Conclusões:  Os resultados mostram uma associação positiva entre inteligência emocional e desempenho no trabalho; por outro lado, a inteligência emocional e o desempenho no trabalho estão associados negativamente a emoções negativas. Além disso, o nível encontrado na inteligência emocional é equilibrado, regular nas emoções negativas e bom para o desempenho no trabalho. O estudo determina que, se as emoções negativas forem reguladas, a inteligência emocional e o desempenho profissional dos professores melhorariam.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desempeño laboral]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="es"><![CDATA[respuesta emocional]]></kwd>
<kwd lng="en"><![CDATA[Job performance]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
<kwd lng="en"><![CDATA[emotional response]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho laboral]]></kwd>
<kwd lng="pt"><![CDATA[inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[resposta emocional]]></kwd>
</kwd-group>
</article-meta>
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