<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2021000400169</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.5.77225</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Influyen las emociones en la percepción de la capacidad para aprender contenidos de Física y Química? El caso de alumnos de Educación Secundaria Obligatoria]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions influence the perception of the ability to learn Physics and Chemistry contents. The case of Compulsory Education Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila Acedo]]></surname>
<given-names><![CDATA[Maria Antonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañada Cañada]]></surname>
<given-names><![CDATA[Florentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Martín]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>4</numero>
<fpage>169</fpage>
<lpage>179</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000400169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000400169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000400169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años es bien conocido la importancia de los factores cognitivos y afectivos en el desarrollo personal de los alumnos. Por ello, resulta necesario tener en cuenta las emociones que experimentan los alumnos de Secundaria en el aprendizaje de Física y Química, y su percepción de la capacidad para aprender contenidos. El objetivo de esta investigación es conocer las emociones experimentadas por los alumnos de secundaria hacia el aprendizaje de Física y Química, y la relación que existe entre las emociones y la percepción de su capacidad para aprender contenidos relacionados con la Materia, Energía y Electricidad, la Estructura y composición de la materia, Cinemática y Dinámica y, Trabajo y Energía. La muestra está constituida por 431 alumnos de ESO de distintos centros de Badajoz. Los resultados revelan que existe una relación positiva y significativa entre la frecuencia de emociones experimentadas por los alumnos y la percepción de su capacidad para aprender dichos contenidos. En cambio, existe una relación negativa y significativa entre las emociones negativas y la percepción de su capacidad para aprender contenidos científicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, it is well known the importance of factors cognitive and affective in the personal development of students. Therefore, it is necessary to consider the emotions experienced by secondary students in the learning of Physics and Chemistry, and their ability to learn content. The target of this research is to know the relationship between the emotions experienced by students toward the learning of Physics and Chemistry, and the ability to learn contents related to the matter, energy and electricity, and the structure and composition of the matter. The simple consists of 431 students from different schools of Badajoz. The results show that there is a positive and significant relationship between the frequency of positive emotions experienced by students and the ability to learn these contents. On the other hand, there is a negative and significant relationship between the negative emotions and the ability to learn scientific contents.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[capacidad para aprender]]></kwd>
<kwd lng="es"><![CDATA[contenidos]]></kwd>
<kwd lng="es"><![CDATA[Física y Química]]></kwd>
<kwd lng="es"><![CDATA[secundaria]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[ability to learn]]></kwd>
<kwd lng="en"><![CDATA[contents]]></kwd>
<kwd lng="en"><![CDATA[Physics and Chemistry]]></kwd>
<kwd lng="en"><![CDATA[Secondary]]></kwd>
</kwd-group>
</article-meta>
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