<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200022</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.937</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación del Cuestionario de Estilo Atribucional Académico para el diagnóstico de ingreso a la Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of the Attributional-Style Academic Questionnaire for evaluation in the admission to higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becerra González]]></surname>
<given-names><![CDATA[Cruz Edgardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Plata Vivanco]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Justo Sierra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Justo Sierra  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las universidades buscan caracterizar a sus estudiantes para prevenir que abandonen la escuela y así, posibilitar su egreso. Entre las variables que se diagnostican y se relacionan con el rendimiento, éxito y trayectoria escolar, están las cognoscitivo-motivacionales: autoestima, autoconcepto y motivación (Pool-Cibrián, Martínez-Guerrero, 2013). Estas variables se construyen a partir de otra: el estilo atribucional, o cómo define la forma en que la persona interpreta lo que le sucede; el académico se refiere a la manera en que un estudiante interpreta lo bueno y lo malo que le ocurre en la escuela o en relación con su aprendizaje (Petri, Govern, 2015). El objetivo del presente estudio fue adaptar el Cuestionario de Estilo Atribucional Académico (CEAA), en una población de estudiantes preuniversitarios. El instrumento se adaptó y aplicó a aspirantes para el ingreso a una universidad de la Ciudad de México. En los resultados se observó que los reactivos del cuestionario se organizaron en cuatro factores, de forma coincidente con la propuesta de Peterson et al. (1982), fundamento empírico del instrumento. Se encontró que los factores cuentan con un alpha de Cronbach a&gt;0.75. En futuras investigaciones se podría probar su validez concurrente, comprobar otros modelos factoriales y determinar su validez predictiva respecto del rendimiento escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Universities seek to characterize their students to prevent them from dropping out of school and facilitate completion of their studies. Among the variables diagnosed and related to students&#8217; performance, success and school career are cognitive-motivational variables: self-esteem, self-concept, and motivation (Pool-Cibrián &amp; Martínez-Guerrero, 2013). These are built upon another variable: the attributional style, or how to define how students interpret what happens to them; that is, the way in which a student interprets the good and the bad things that happen to them in school or in relation to their learning (Petri and Govern, 2015). The aim of this study was to adapt the Academic Attributional Style Questionnaire (CEAA) in a sample of pre-university students. The instrument was adapted and applied to applicants to enroll in a university of Mexico City. The results show that the questionnaire items were organized into four factors, coinciding with Peterson et al.&#8217;s (1982) proposal, the empirical foundation of the instrument. It was found that the factors have a Cronbach's alpha of &gt; .75. Future research could test its concurrent validity, test other factorial models, and determine its predictive validity regarding school performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estilo atribucional académico]]></kwd>
<kwd lng="es"><![CDATA[motivación escolar]]></kwd>
<kwd lng="es"><![CDATA[diagnóstico ingreso universidad]]></kwd>
<kwd lng="en"><![CDATA[academic attributional style]]></kwd>
<kwd lng="en"><![CDATA[school motivation]]></kwd>
<kwd lng="en"><![CDATA[university entrance diagnosis]]></kwd>
</kwd-group>
</article-meta>
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