<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000100123</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Romper la trampa de la reproducción Auto-eficacia en la transición a los bachilleratos públicos en la Ciudad de México. El caso de los jóvenes provenientes de hogares de bajos recursos socioeconómicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Rocha]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>155</numero>
<fpage>123</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[El artículo analiza las percepciones de autoeficacia de los estudiantes provenientes de hogares de escasos recursos socioeconómicos que desean ingresar a los bachilleratos públicos de la Ciudad de México. Se centra en cómo ciertas motivaciones y aspiraciones originadas en los entornos familiares y escolares influyen positivamente en sus elecciones de instrucción educativa, dando pie a transiciones escolares estables. El trabajo de campo se apoyó en entrevistas retrospectivas semi-estructuradas dirigidas a alumnos de tercer grado de secundaria que participarían en el concurso de la COMIPEMS, edición 2012; y en los resultados de la asignación de la transición al bachillerato de 89 por ciento de los entrevistados. En total se entrevistó a 62 jóvenes (32 varones y 30 mujeres) de siete escuelas secundarias públicas localizadas al sur de la CDMX. Los principales resultados apuntan a que los grados de alta autoeficacia se asocian con los buenos rendimientos escolares previos de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyzes perceptions of the self-efficacy of students who are from homes with low socioeconomic resources and who want to enter public high schools in Mexico City. The focus is on how certain motivations and aspirations originating in family and school environments positively influence students' choices in educational instruction, leading to stable school transitions. Field work was based on semi-structured retrospective interviews with students who were in their third year of junior high school and who were to participate in the 2012 COMIPEMS competition, and on the results from placement in the transition to high school for 89% of those interviewed. A total of 62 youngpeople were interviewed (32 men and 30 women), from seven public junior high schools located in the southern part of Mexico City. The primary results indicate that degrees of high self-efficacy are associated with students' prior positive school performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación media]]></kwd>
<kwd lng="es"><![CDATA[Educación media superior]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Percepción]]></kwd>
<kwd lng="es"><![CDATA[Estudios longitudinales]]></kwd>
<kwd lng="en"><![CDATA[Junior high school education]]></kwd>
<kwd lng="en"><![CDATA[Senior high school education]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Perception]]></kwd>
<kwd lng="en"><![CDATA[Longitudinal studies]]></kwd>
</kwd-group>
</article-meta>
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