CActurrently, difalmente se evidencian dificulties pertaining toades en materia de resilience are evident in the populatioia en la población, resulting in two major healthando en dos grandes problems in the general population; moreover, they are increasingly prevalent in the young population from an early ageas de salud en la población general; además, son cada vez más frecuentes en la población joven desde una edad temprana ^[1].[ On1 the]. one hand, these difPor un lado, estas dificulties are associated withades están asociadas con los trastornos mental disorders, and on the other hand, they are associated with the urgency for self-knowledge and self-management ines y, por otro lado, con la urgencia de autoconocimiento y autogestión en la atención sanitaria personal healthcare[2 ] ^[2]. El Theestudio presented study aims tado tiene como objetivo contribute to their a la prevention of these disorders and the ción de estos trastornos y la formulation of ción de estrategies toas para promote a healthy lifestyle and acquire habits that enhancever un estilo de vida saludable y adquirir hábitos que mejoren la salud mental health inen estudiantes universityarios [ 3 , 4 ]. Son studentiversos ^[3][4].los Thetre are variousastornos de salud mental health disorders observed in young adults (at theobservados en adultos jóvenes (en la etapa university stage), highlightingaria), destacando la ansiedad generalized anxiety and physical and emotional manifestations such as restlessnessada y manifestaciones físicas y emocionales como inquietud, nervousnessiosismo, anguish,stia, ansiedad anticipatory anxiety,ia, alteración cognitive alteration, etc. A a, etc. Un trastorno mental disorder “affects“afecta la salud mental health and worky laboral capacity and dad y productivitydad” ^[5][ 5 ]. FurthAdermore, there is a highmás, existe una alta prevalence of ia de depression and high levels of stress among the ión y altos niveles de estrés entre la población university populationaria [ 6 ^[6]]. ThiEsta situation is worrisome as more thanción es preocupante ya que se estima que más de 260 million people are estimated to suffer from anxiety disordersones de personas padecen trastornos de ansiedad [ 5 ^[5]]. ALa anxiety affects emotional well-being and has asiedad afecta el bienestar emocional y también tiene un impacto negativo significant negative impact on quality of life and on academic performance in tivo en la calidad de vida y en el rendimiento académico de los estudiantes universityarios [ students7 as, well8 ^[7][8]]. There iEs an urgency to tackle these anxiety-associated problems early and effectively, through theurgente abordar estos problemas asociados a la ansiedad de forma temprana y eficaz, mediante la implementation of specificción de programas de intervention programs designed for young population, as highlighted ición específicos diseñados para la población joven, como se destaca en various reports. A WHO study maintains that “anxietys informes. Un estudio de la OMS sostiene que “los programas de prevention and treatment programs ición y tratamiento de la ansiedad en adolescents caes pueden reduce their la incidence ofia de trastornos mental disorders in the longes a largo plazo” [ term”9 ^[9]]. TheEstose programs should be designed to provide psychological support and coping skills and should beas deben diseñarse para proporcionar apoyo psicológico y habilidades de afrontamiento y deben implemented in allarse en todos los entornos educational settingsvos, including theido el entorno universityario [ setting4 ^[4]].

The work of developing intrapersonal intelligence has a special relevance in the university environment, making it necessary to prepare proposals for its development. Currently, the two most difficult situations that are evident internationally among the young university population are as follows: (a) It has been observed in the classrooms that students exhibit a variety of problems in integrating the curricular contents in a practical and applied way into their learning process. Furthermore, they may have great abilities pertaining to memorizing or retaining information; however, they have low acquisition levels of emotional competencies ^[10][11][10,11], and thus, they show no comprehensive development during the learning process (at cognitive, emotional, and practical levels). (b) The other situation refers to the lack of development and manifestation of personal competencies, such as emotional self-awareness, an optimal level of self-esteem, demonstration of self-discipline, capacity for conflict resolution (dialogue), practice of metacognition and emotional resilience, and introspection, which are aspects that define the main characteristics of intrapersonal intelligence according to González [12]. All of this information indicates that people with high intrapersonal intelligence (II) have self-awareness and introspection and self-evaluation skills and can analyze their own experiences and emotions using the provided information to improve their lives and achieve their goals. They can also set realistic goals and develop strategies to achieve those goals and be more aware of their own thoughts and emotions, acquiring the ability to regulate them and adapt them to different situations. They are also able to resist social pressure and maintain their own identity and personal values [13].

To tackle the first problem, associated with the form and level of student learning, Howard Gardner’s model [14] proposed a solution using multiple intelligences, demonstrating that there is no single type of intelligence, i.e., different abilities and talents are manifested by a person when their capacity for learning and personal, academic, and sociocultural development is stimulated. Intrapersonal and interpersonal intelligence are two of the eight multiple intelligences that Gardner describes. The first of them refers to an individual’s ability to understand themselves, their emotions, motivations, strengths, weaknesses, and thoughts. This intelligence also includes the ability to think about oneself and recognize how actions and decisions affect others.

Regarding the development of intrapersonal intelligence, there are other theories that offer a unique understanding of intrapersonal intelligence and add value to personal growth and reflection, promoting the ability to know oneself and reflect on one’s experiences and emotions. There are models of intrapersonal intelligence that emphasize that self-awareness, self-regulation, motivation, and personal autonomy are related to success in personal and professional life. Improving intrapersonal intelligence can help in greater management and understanding of emotions and behaviors by focusing on knowledge about oneself and how that perception influences the actions and decisions of one’s mind [15]. A clear understanding of one’s needs and values allows people to take more objective decisions that reflect their identity and principles. According to Sternberg [16], the proposed intrapersonal intelligence model describes people’s ability to understand and regulate their own emotions, thoughts, and motivations, which are essential to achieve personal and professional goals. This intelligence consists of three main skills, i.e., self-awareness, self-regulation, and motivation.

Peter Salovey and John Mayer [17] conducted research on intrapersonal intelligence in the 1990s. They defended the idea that intrapersonal intelligence is a form of intelligence that can be measured and developed with great success [17]. It relates to people’s ability to understand and regulate their own thoughts, feelings, and emotions and how they can use this ability to guide their actions and take effective decisions. Daniel Goleman’s intrapersonal intelligence model [18] consists of four main components, i.e., emotion recognition, emotion easiness, emotion understanding, and emotion regulation. Each of these components is essential and can be developed through education and training.

With the objective of devising a comprehensive approach to “intelligence”, Goleman develops the concept of “interpersonal intelligence” as the cognitive ability related to people’s ability to understand and connect with others. This type of intelligence includes the social need for acquiring the ability to recognize the feelings and needs of others and the ability to establish and maintain positive social relationships. People with high interpersonal intelligence have an excellent ability to communicate effectively, resolve conflicts constructively, have teamwork skills, and lead groups successfully. Interpersonal intelligence is essential for success in both your personal and professional life, as most relationships are usually based on your ability to interact and connect effectively with others. It seems that people with high interpersonal intelligence understand the emotions of those around them, which favors their appropriate responses in social environments. They notice and comprehend non-verbal communication, reading gestures, facial expressions, and the tone of voice, which allows them to accurately interpret the emotions of others [19].

Considering the multifactorial development of a person from an adaptive perspective when facing diverse life experiences, the person’s negative interpretation of some emotional stimuli can indicate threat, especially during social interactions, and the cognitive processing capacity of sadness, anger, etc., and of other emotional information plays a decisive role in the adaptability of an individual in their social life ^[20][21][20,21]. People deal with interpersonal challenges in the academic environment, including the university environment [22] and in several work scenarios. These challenges are real and should be effectively handled by people and their communities.

AccordiSegúng to the los postulates of developmental science, it seems that there is nodos de la ciencia del desarrollo, parece que no existe una etapa exclusive stage in the development of thea en el desarrollo del ser human being that is more conducive than the one that fosters basico que sea más propicia que aquella que fomenta las capacidades personal capabilities. Working on the basis of knowledge from the biological sciences and human behavior, together with thees básicas. Trabajar sobre la base del conocimiento de las ciencias biológicas y el comportamiento humano, junto con la implementation of intra- and interpersonalción de la resolución de problem-solvingas/conflict resolution ios intra e interpersonales en situations, points towards more efciones, apunta hacia soluciones más efective solutions to confrontas para enfrentar la adversitydad [22 ] ^[22]. InDe this way, emotionalesta manera, la regulation can help the performance and improvement ofción emocional puede ayudar al desempeño y mejora de variables such ascomo la resilience, which is understood as theia, entendida como el process ofo de adapting appropriately (achieving a ación adecuada (logrando un equilibrio personal andy social balance) in the) en el context ofo de adversitydad [ 23 ] ^[23]. AccordiSegúng to Rutter [ ^[24]24 ], la resilience involves a dynamicia implica una interaction betweención dinámica entre factores internal andos y external factors thatos que include, among others, emotionalyen, entre otros, la regulation and copingción emocional y la capacity, with improvements indad de afrontamiento, observándose mejoras en la resilience observed due to inter- and intraia debido a la inteligencia interpersonal intelligence specifically ine intrapersonal específicamente en estudiantes universityarios [25 ] ; studin entsmbargo, ^[25];el htrabajowever, de Rutter’s work is ap es aplicable to any agea cualquier edad [ 26 , 27 ^[26][27]].