<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662019000200481</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de la formación de familiares en la motivación del alumnado en riesgo de exclusión social]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of Relatives' Education on Motivating Students at Risk of Social Exclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Renta Davids]]></surname>
<given-names><![CDATA[Ana Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aubert]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tierno García]]></surname>
<given-names><![CDATA[Juana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Rovira i Virgili Departamento de Pedagogía ]]></institution>
<addr-line><![CDATA[Tarragona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona Departamento de Sociología ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>24</volume>
<numero>81</numero>
<fpage>481</fpage>
<lpage>505</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662019000200481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662019000200481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662019000200481&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Diversos estudios explicitan las consecuencias negativas de la baja motivación en las trayectorias académicas del alumnado en riesgo de exclusión social; este grupo experimenta a menudo sentimientos de desafección y pérdida de sentido hacia la institución escolar que desembocan en situaciones como ausentismo, fracaso escolar e incluso abandono prematuro de la escuela. Este artículo aporta evidencias de cómo la formación de familiares es una poderosa estrategia para incrementar la motivación del alumnado. También se constata que la implicación de familiares y otros miembros de la comunidad en programas formativos ofrecidos por la escuela desarrolla un mayor sentimiento de pertenencia hacia la misma. Ambos factores (incremento de la motivación y sentimiento de pertenencia) son elementos que ayudan a superar las barreras que separan al alumnado vulnerable del éxito educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Several studies explain the negative consequences of low motivation in the academic trajectories of students at risk of social exclusion. This group often experiences feelings of alienation and loss of meaning regarding school: feelings that lead to situations such as absenteeism, academic failure, and even dropping out of school. This article contributes evidence about how relatives&#8217; education is a powerful strategy for increasing student motivation. It also proves that the involvement of relatives and other community members in educational programs offered at school develops greater feelings of belonging. Both factors (increased motivation and a sense of belonging) are elements that help to overcome the barriers that separate vulnerable students from educational success.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación y familia]]></kwd>
<kwd lng="es"><![CDATA[exclusión social]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[fracaso escolar]]></kwd>
<kwd lng="en"><![CDATA[education and family]]></kwd>
<kwd lng="en"><![CDATA[social exclusion]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[academic failure]]></kwd>
</kwd-group>
</article-meta>
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