<?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>2960-2467</journal-id>
<journal-title><![CDATA[e-Revista Multidisciplinaria del Saber]]></journal-title>
<abbrev-journal-title><![CDATA[e-Rev. Multidiscip. Saber]]></abbrev-journal-title>
<issn>2960-2467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigación en Tecnologías de Salud y Ambiente (CITSA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2960-24672024000100306</article-id>
<article-id pub-id-type="doi">10.61286/e-rms.v2i.102</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Incidencia del Burnout académico y compromiso académico en la inteligencia emocional en estudiantes de una universidad nacional en Cajamarca, 2024]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of academic burnout and academic commitment on emotional intelligence in students of a national university in Cajamarca, 2024]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huamán Murillo]]></surname>
<given-names><![CDATA[Jesica Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>2</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2960-24672024000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2960-24672024000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2960-24672024000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tuvo como objetivo determinar la incidencia del burnout académico y el compromiso académico en la inteligencia emocional de estudiantes de una universidad nacional en Cajamarca durante el ańo 2024. Se utilizó un enfoque cuantitativo con un diseńo no experimental correlacional, aplicando tres pruebas estandarizadas: el Burnout Inventory de Maslach - Student Survey (MBISS), la Escala de Utrecht de Compromiso Académico (UWES-S) y el cuestionario de Inteligencia Emocional TMMS-24, a un total de 383 estudiantes. Los resultados revelaron una relación positiva entre las variables estudiadas y la dimensión de atención emocional, con un valor de p=0,000 y r=0,886. También se evidenció una correlación significativa entre las variables independientes y la dimensión de claridad emocional (p=0,000; r=0,976), así como entre el burnout y el compromiso académico en relación con la dimensión de reparación emocional (p=0,000; r=0,903). Estos hallazgos indican una conexión fuerte entre las variables, sugiriendo que tanto el burnout como el compromiso académico influyen significativamente en la inteligencia emocional de los estudiantes. En conclusión, se establece que ambos factores tienen una incidencia positiva y significativa sobre la inteligencia emocional, explicando el 90% de la varianza. Esto resalta su importancia en el desarrollo emocional dentro del contexto académico y sugiere que es fundamental implementar estrategias que aborden el burnout académico y fomenten el compromiso académico para mejorar la inteligencia emocional y, por ende, el bienestar general de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aimed to determine the incidence of academic burnout and academic engagement on the emotional intelligence of students at a national university in Cajamarca during the year 2024. A quantitative approach with a non-experimental correlational design was used, applying three standardized tests: the Maslach Burnout Inventory - Student Survey (MBISS), the Utrecht Academic Engagement Scale (UWES-S) and the TMMS-24 Emotional Intelligence questionnaire, to a total of 383 students. The results revealed a positive relationship between the variables studied and the emotional attention dimension, with a value of p = 0.000 and r = 0.886. A significant correlation was also evident between the independent variables and the emotional clarity dimension (p = 0.000; r = 0.976), as well as between burnout and academic engagement in relation to the emotional repair dimension (p = 0.000; r = 0.903). These findings indicate a strong connection between the variables, suggesting that both burnout and academic engagement significantly influence students' emotional intelligence. In conclusion, it is established that both factors have a positive and significant impact on emotional intelligence, explaining 90% of the variance. This highlights their importance in emotional development within the academic context and suggests that it is essential to implement strategies that address academic burnout and foster academic engagement to improve emotional intelligence and, therefore, the general well-being of students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Burnout académico]]></kwd>
<kwd lng="es"><![CDATA[compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[prevención]]></kwd>
<kwd lng="en"><![CDATA[Academic burnout]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[prevention]]></kwd>
</kwd-group>
</article-meta>
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