<?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>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152023000500202</article-id>
<article-id pub-id-type="doi">10.29352/mill0213e.29759</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inteligência emocional em estudantes do ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence in higher education students]]></article-title>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional en estudiantes de educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Célia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Margarida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos]]></surname>
<given-names><![CDATA[Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Viseu  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UICISA: E - Unidade de Investigação em Ciências da Saúde: Enfermagem  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,CI&amp;DEI - Centro de Estudos em Educação e Inovação  ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>esp13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152023000500202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152023000500202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152023000500202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  A inteligência emocional é a capacidade de identificar e lidar com as emoções e sentimentos pessoais e de outros indivíduos. Apesar do papel das emoções no envolvimento dos estudantes já ter sido estudado ainda pouco se sabe sobre a forma como a inteligência emocional está relacionada com o envolvimento e outros resultados de aprendizagem chave no ensino superior.  Objetivo: Descrever os níveis da inteligência emocional dos estudantes do ensino superior; e Apurar os preditores de inteligência emocional em estudantes do ensino superior.  Métodos:  Estudo quantitativo, transversal e descritivo-correlacional. A amostra foi não probabilística por conveniência, constituída por 538 estudantes do ensino superior, maioritariamente género feminino (74,21%), com uma média de idades de 21,53±4,53 anos.  Resultados:  Os scores de inteligência emocional mais elevados correspondem à perceção das próprias emoções (M=32,78±5,57) e à componente sociocognitiva das emoções (M=32,27±4,87). Os estudantes com um score global mais elevado de inteligência emocional são os que estudam diariamente (p=.002). O controlo, o envolvimento social, a autoestima e a felicidade estabeleceram uma associação positiva (&#946;=.21; p&lt;.001; &#946;=.14; p=.002; &#946;=.13; p=.02; &#946;=.18; p=.004, respetivamente) com a inteligência emocional. O equilíbrio estabeleceu uma associação negativa (&#946;=-.16; p&lt;.001) com a inteligência emocional.  Conclusão:  O controlo, o envolvimento social, a autoestima, a felicidade e o equilíbrio são preditores da inteligência emocional. Impõe-se a necessidade de implementação de programas promotores do desenvolvimento de Inteligência emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Emotional intelligence is the ability to identify and deal with personal and other individuals' emotions and feelings. Although the role of emotions in student engagement has been studied, little is known about how emotional intelligence is related to engagement and other key learning outcomes in higher education.  Objetive: To describe the levels of emotional intelligence of higher education students; to ascertain predictors of emotional intelligence in higher education students.  Methods:  Quantitative, cross-sectional, descriptive-correlational study. The sample was non-probability by convenience, consisting of 538 higher education students, mostly female (74.21%), with a mean age of 21.53±4.53 years.  Results:  The highest emotional intelligence scores correspond to the perception of own emotions (M=32.78±5.57) and the sociocognitive component of emotions (M=32.27±4.87). Students with a higher overall emotional intelligence score are those who study daily (p=.002). Control, social engagement, self-esteem, and happiness established a positive association (&#946;=.21; p&lt;.001; &#946;=.14; p=.002; &#946;=.13; p=.02; &#946;=.18; p=.004, respectively) with emotional intelligence. Balance established a negative association (&#946;=-.16; p&lt;.001) with emotional intelligence.  Conclusion:  Control, social involvement, self-esteem, happiness, and balance are predictors of emotional intelligence. There is a need for the implementation of programs that promote the development of emotional intelligence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  La inteligencia emocional es la capacidad de identificar y manejar las emociones y los sentimientos personales y de otras personas. Aunque se ha estudiado el papel de las emociones en el compromiso de los estudiantes, se sabe poco sobre cómo se relaciona la inteligencia emocional con el compromiso y otros resultados clave del aprendizaje en la enseñanza superior.  Objetivo:  Describir los niveles de inteligencia emocional de los estudiantes de enseñanza superior; averiguar los predictores de la inteligencia emocional en los estudiantes de enseñanza superior.  Métodos:  Estudio cuantitativo, transversal y descriptivo-correlacional. La muestra fue no probabilística por conveniencia, compuesta por 538 estudiantes de enseñanza superior, en su mayoría mujeres (74,21%), con una edad media de 21,53±4,53 años.  Resultados:  Las puntuaciones más altas en inteligencia emocional corresponden a la percepción de las propias emociones (M=32,78±5,57) y al componente sociocognitivo de las emociones (M=32,27±4,87). Los alumnos con una mayor puntuación global de inteligencia emocional son los que estudian a diario (p=.002). El control, el compromiso social, la autoestima y la felicidad establecieron una asociación positiva (&#946;=.21; p&lt;.001; &#946;=.14; p=.002; &#946;=.13; p=.02; &#946;=.18; p=.004, respectivamente) con la inteligencia emocional. El equilibrio estableció una asociación negativa (&#946;=-.16; p&lt;.001) con la inteligencia emocional.  Conclusión:  El control, la implicación social, la autoestima, la felicidad y el equilibrio son predictores de la inteligencia emocional. Es necesario poner en marcha programas que promuevan el desarrollo de la inteligencia emocional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[universidades]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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