<?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>S1405-66662017000300949</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias epistemológicas, lectura de múltiples textos y aprendizaje en doctorandos de Pedagogía]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological Beliefs, the Reading of Multiples Texts, and Learning in Doctoral Programs in Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanotto González]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaeta González]]></surname>
<given-names><![CDATA[Martha Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Dirección General de Orientación y Atención Educativa Departamento de Orientación Especializada]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Popular Autónoma del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>74</numero>
<fpage>949</fpage>
<lpage>976</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662017000300949&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662017000300949&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662017000300949&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este trabajo es analizar las concepciones epistemológicas de doctorandos sobre la investigación en Pedagogía, y la relación que guardan con los procesos estratégicos de lectura de múltiples textos y el aprendizaje que construyen a partir del proceso lector. Participaron cinco doctorandos de tercer semestre. Como estrategia metodológica se utilizaron: un cuestionario basado en el Topic-Specific Epistemic Belief Cuestionnaire (TSEBQ) para identificar creencias epistemológicas, protocolos verbales para detectar estrategias de lectura y un cuestionario pre-post de conocimientos sobre paradigmas de investigación en Pedagogía. Los resultados mostraron concordancia entre creencias epistemológicas de tipo ingenuo, dificultades para la aplicación de estrategias de lectura y la autorregulación de una comprensión lectora intertextual. Por otro lado, se observó una relación significativa entre mayor aprendizaje y creencias epistemológicas sofisticadas en cuanto a la fuente y la justificación del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this study is to analyze the epistemological conceptions of doctoral students regarding educational research, and the relationship with the strategic processes of reading multiple texts and the learning students construct, based on the reading process. Five doctoral students in the third semester participated. The methodological strategy was a questionnaire based on the Topic-Specific Epistemic Belief Questionnaire (TSEBQ) to identify epistemological beliefs, verbal protocols to detect reading strategies, and a pre-post questionnaire of knowledge of research paradigms in education. The results showed agreement between epistemological beliefs of an ingenuous type, difficulties in applying reading strategies, and the self-regulation of intertextual reading comprehension. A significant relationship was observed between greater learning and sophisticated epistemological beliefs regarding the source and justification of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias del estudiante]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía.]]></kwd>
<kwd lng="en"><![CDATA[student beliefs]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[education.]]></kwd>
</kwd-group>
</article-meta>
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