<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032016000200269</article-id>
<article-id pub-id-type="doi">10.15517/aie.v16i2.23930</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rendimiento académico y autopercepción de inteligencias múltiples e inteligencia emocional en universitarios de primera generación]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic achievement and self-perception of multiple intelligences and emotional intelligence in first-generation college]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barraza López]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-A]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CL</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Serena  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CL</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>269</fpage>
<lpage>292</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032016000200269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032016000200269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032016000200269&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen.El objetivo del presente artículo fue determinar la relación entre la autopercepción de inteligencias múltiples e inteligencia emocional y el rendimiento académico alcanzado por 252 estudiantes de nivel universitario de diversas carreras de la Universidad Santo Tomás-La Serena, tras el primer año de educación universitaria. Los antecedentes teóricos y empíricos establecen que el rendimiento académico se asociaría a variables novedosas como: ser primer miembro familiar en iniciar estudios universitarios y a la autopercepción de habilidad; no obstante, la evidencia disponible respecto de esta relación es aún escasa y contradictoria, más todavía si se considera que el grupo evaluado proviene mayoritariamente de familias con padres sin formación universitaria. Desde un enfoque cuantitativo se aplicó la escala TMMS-24 para la evaluación de la autopercepción de inteligencia emocional y la escala MIDAS-teens para la evaluación de la autopercepción de inteligencias múltiples. Los resultados revelan correlaciones débiles entre rendimiento académico y la autopercepción de las inteligencias: lingüística, lógico-matemática, además de una correlación inversa con la autopercepción de la rama atención de inteligencia emocional; de este modo, no evidencia correlación con la otras dimensiones de la inteligencia emocional y de las inteligencias múltiples. A partir del análisis de regresión múltiple se establece que no es posible explicar la varianza del rendimiento académico desde la autopercepción de las inteligencias mencionadas. Queda abierta la interrogante en cuanto al real efecto de la autovaloración de las propias capacidades en el rendimiento académico, como también el efecto de las formas de evaluación utilizadas en diversas áreas disciplinares respecto de estos resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract.The aim of this paper was to determine the relationship between self-rated multiple intelligences and emotional intelligence, and academic performance achieved by 252 university students from different careers at the University St. Thomas-La Serena, after the first year of college. The theoretical and empirical data set that academic performance would be associated with novel variables, such as: being the first family member to start university studies and self-perceived ability; nevertheless, the evidence available regarding this relationship is still sparse and contradictory, even more if we consider that the evaluated group comes mainly from families with parents who do not have university training. From a quantitiative approach, we applied the TMMS-24 scale for assessing self-perceived emotional intelligence and MIDAS-teens to evaluate the perception of multiple intelligences scale; the results reveal weak correlations between academic performance and intelligences: linguistic, logical-mathematical, as well as an inverse correlation with the attention branch of emotional intelligence; in this way, it shows no correlation with the other dimensions of emotional intelligence and multiple intelligences. Using multiple regression analysis we state that it is not possible to explain the variance in academic performance from the perception of intelligence mentioned. The question related to the actual effect of the selfassessment of the own abilities in academic performance remains open, as does the effect of the valuation methods used in various subject areas regarding these results.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[inteligencias múltiples]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional.]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[multiple intelligences]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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