<?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>2215-3535</journal-id>
<journal-title><![CDATA[Actualidades en Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Psi]]></abbrev-journal-title>
<issn>2215-3535</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigaciones Psicológicas, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-35352018000200095</article-id>
<article-id pub-id-type="doi">10.15517/ap.v32i125.32123</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Motivación escolar, inteligencia emocional y rendimiento académico en estudiantes de educación secundaria obligatoria]]></article-title>
<article-title xml:lang="en"><![CDATA[School motivation, emotional intelligence and academic performance in students of secondary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Usán Supervía]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salavera Bordás]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza Facultad de Ciencias Humanas y de la Educación (Huesca) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>32</volume>
<numero>125</numero>
<fpage>95</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-35352018000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-35352018000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-35352018000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. El objetivo del presente trabajo fue analizar la relación entre la motivación escolar, la inteligencia emocional y el rendimiento académico en una muestra de 3512 estudiantes adolescentes pertenecientes a 18 centros educativos. Los instrumentos utilizados fueron la Escala de Motivación Educativa (EME-S), la Traid Meta-Mood Scale-24 (TMMS-24) y el rendimiento académico se cuantificó a través de la nota media de los alumnos. Los resultados mostraron relaciones significativas entre motivaciones escolares intrínsecas e inteligencia emocional, en mayor medida que con las extrínsecas y amotivación. Asimismo, la regulación emocional, la motivación intrínseca hacia el conocimiento y la amotivación predijeron el rendimiento escolar de los alumnos. Se desprende la influencia de las tres variables en el desarrollo personal y académico de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The aim of this study was to analyze the relationship between school motivation, emotional intelligence and academic performance in a sample of 3512 adolescent students belonging to 18 educational centers. The instruments used were the spanish versions of the Educational Motivation Scale (EME-S), the Traid Meta-Mood Scale-24 (TMMS-24) and the academic performance was quantified through the average grade of the students. The results showed stronger relationships between intrinsic school motivations and emotional intelligence than extrinsic motivations and amotivation. Likewise, emotional regulation, intrinsic motivation and demotivation predicted students&#8217; school performance. The influence of school motivation, emotional intelligence and academic performance in the personal and academic development of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Motivación escolar]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[adolescentes.]]></kwd>
<kwd lng="en"><![CDATA[School motivation]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[students, teenagers.]]></kwd>
</kwd-group>
</article-meta>
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