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At present the rational and emotional aspects are interrelated, since emotions influence thoughts just as cognitive processes influence emotional states (Mayer, Salovey, Caruso and Cherkasskiy, 2011). In this study we analyzed the emotions of students in the subjects of Sciences taught in third of the ESO. The sample was of 46 girls and 34 boys, belonging to two IES of the province of Badajoz. For their analysis a questionnaire has been developed to know the emotions they present in Physics and Chemistry, Mathematics and Natural Sciences, relating them to the theory of multiple intelligences (Gardner, 1998), since students work and learn according to their intelligences .The methodology used in this research has been quantitative. Among the results obtained are the following: ESO students present few positive emotions in the subject of Physics and Chemistry, and show higher scores in negative emotions such as worry and nervousness. In the subject of mathematics they present a high percentage of positive emotions (confidence and tranquility), and also of negative emotions (worry). Natural Sciences is the subject that you like the most of the three and manifest positive emotions such as joy, confidence, tranquility and satisfaction. There is a positive correlation in the highest scores in positive emotions in Natural Sciences and a higher score in Interpersonal and Naturalist Intelligence. There are significant correlations between the multiple mathematical and spatial logical intelligences and the variables related to positive emotions in Physics and Chemistry, in Mathematics and in Natural Sciences

Las emociones y su relación con las inteligencias múltiples en las asignaturas de ciencias y matemáticas en secundaria