<?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>2007-5936</journal-id>
<journal-title><![CDATA[Psicumex]]></journal-title>
<abbrev-journal-title><![CDATA[Psicumex]]></abbrev-journal-title>
<issn>2007-5936</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Sonora, Consorcio de Universidades Mexicanas A,C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-59362025000100115</article-id>
<article-id pub-id-type="doi">10.36793/psicumex.v15i1.750</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Motivación Académica y su Relación con Esfuerzo Percibido en Estudiantes de Enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Motivation and its Relationship with Perceived Effort in Nursing Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Castañeda]]></surname>
<given-names><![CDATA[Christian Díaz de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valtierra Oba]]></surname>
<given-names><![CDATA[Elva Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anguiano Morán]]></surname>
<given-names><![CDATA[Ana Celia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Ávila]]></surname>
<given-names><![CDATA[Brenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemus Loeza]]></surname>
<given-names><![CDATA[Bárbara Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galván Villalobos]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaría de Ciencia, Humanidades, Tecnologías e Innovación (SECIHTI)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Michoacana de San Nicolás de Hidalgo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-59362025000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-59362025000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-59362025000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio analiza la relación entre la motivación académica y el interés y esfuerzo percibido por estudiantes de enfermería. Se aplicó un cuestionario a 447 estudiantes que incluyó una adaptación a la escala de motivación académica (EMA-Enf) y los ítems de la subescala interés y esfuerzo de la escala atribucional de motivación de logro modificada (EAML-IE). Se diseñó y estimó un modelo de ecuaciones estructurales (MEE). En el MEE se identificó que la motivación intrínseca guarda una relación directa y estadísticamente significativa con el interés y esfuerzo de los estudiantes (b = 0.859, p &lt; 0.001), mientras que la motivación extrínseca mostró una relación inversa, aunque no estadísticamente significativa (b = -0.407, p = 0.108). Se concluyó que la motivación académica es un factor muy importante para promover el interés y esfuerzo de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this work was to analyze the relationship between academic motivation and perceived interest and effort by students in professional nursing education. A questionnaire was applied to 447 students which included an adaptation to the Academic Motivation Scale (EMA-Enf in Spanish) and items from the Interest and Effort subscale of the Attributional Achievement Motivation Scale - Modified (EAML-IE). A structural equation model (SEM) was designed and estimated. In the SEM, intrinsic motivation was identified as having a direct and statistically significant relationship with students' interest and effort (b = 0.859, p &lt; 0.001), while extrinsic motivation showed an inverse relationship although not statistically significant (b = -0.407, p = 0.108). It was concluded that academic motivation is important in promoting students' interest and effort.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[psicometría]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[psychometrics]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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