<?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>1989-3809</journal-id>
<journal-title><![CDATA[Escritos de Psicología (Internet)]]></journal-title>
<abbrev-journal-title><![CDATA[Escritos de Psicología]]></abbrev-journal-title>
<issn>1989-3809</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de Málaga]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-38092023000100007</article-id>
<article-id pub-id-type="doi">10.24310/espsiescpsi.v16i1.14749</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perfiles de inteligencia emocional y competencias sociales: relación con el desempeño académico]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence and social competencies profiles: relationship with academic performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nóbrega-Santos]]></surname>
<given-names><![CDATA[Natalie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Glória]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[João-Beja]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,ISPA &#8211; Instituto Universitário Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Madeira Faculdade de Artes e Humanidades Departamento de Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>65</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-38092023000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-38092023000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-38092023000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La mayoría de los estudios que analizan la relación entre inteligencia emocional (IE), competencias sociales (CS) y desempeño académico utilizan un enfoque centrado en la variable, pero recientemente el enfoque centrado en la persona está ganando popularidad, ya que permite una comprensión más rica y holística del individuo. En este estudio fue utilizado este enfoque centrado en la persona con el objetivo de conocer y describir los perfiles de IE y CS de alumnos/as de primaria y sus características, así como explorar su relación con el desempeño académico. Participaron 251 alumnos/as de primaria de Madeira, Portugal. La IE y las CS fueron evaluadas a través de la Prueba de Comprensión Emocional, el Inventario de Cociente Emocional, la Prueba Cognitiva de Inteligencia Social y la Prueba de Evaluación de Competencias Sociales. Un análisis de perfiles latente identificó seis perfiles de alumnos/as con diferentes habilidades y niveles de autopercepción de competencias. Perfiles caracterizados por un conjunto mínimo de habilidades emocionales y sociales con una elevada autopercepción de competencias presentaron mejor desempeño académico en portugués. Estos resultados resaltan la importancia de tomar en cuenta como se conjugan las habilidades de los/as alumnos/as y la forma en que ellos evalúan sus competencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Most of the studies that analyze the relationship between emotional intelligence (EI), social competencies (SC) and academic performance use a variable-centered approach, but recently the person-centered approach&#8212;which enables a richer and more holistic understanding of the individual&#8212;is gaining popularity. In this study, this person-centered approach was used with the goal of identifying and describing the EI and SC profiles of primary students and their characteristics, as well as of exploring their relationship with academic performance. The participants were 251 primary school students from Madeira, Portugal. Both EI and SC were evaluated through the Emotional Comprehension Test, the Emotional Quotient Inventory, the Social Intelligence Cognitive Test, and the Social Skills Assessment Test. A latent profile analysis identified six profiles with different skills and levels of self-perception competence of EI and SC. The profiles characterized by a minimum of emotional and social skills and a high self-perception of their competencies presented a better academic performance in Portuguese. These results underscore the importance of considering how both the students' skills and their self-evaluation of competencies are combined.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[competencias sociales]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[análisis de perfiles latentes]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[social competencies]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[latent profile analysis]]></kwd>
</kwd-group>
</article-meta>
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