<?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>S1405-66662022000200369</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comparación de la motivación en alumnos(as) universitarios(as) de modalidad virtual/virtual versus presencial/virtual desde el MSLQ]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparison of University Students' Motivation in Virtual/Virtual versus Face-to-Face/Virtual Learning, Based on MSLQ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Carrillo]]></surname>
<given-names><![CDATA[Edgardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz González]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Aguirre]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Corona]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemus Amescua]]></surname>
<given-names><![CDATA[Elsy Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores Iztacala ]]></institution>
<addr-line><![CDATA[Tlalnepantla de Baz Estado de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>93</numero>
<fpage>369</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662022000200369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662022000200369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662022000200369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tuvo como objetivo identificar y comparar, desde el Motivated Strategies for Learning Questionnaire (MSLQ), la motivación en universitarios(as) que tomaban clases virtuales antes y durante la pandemia de COVID-19 (virtual/virtual), y quienes tuvieron que hacer una transición de modalidad presencial a virtual (presencial/virtual). El instrumento se aplicó vía internet y se obtuvieron 191 cuestionarios. Con el programa SPSS se realizó el análisis de consistencia interna de los ítems para después contrastar los resultados del estudiantado de ambas modalidades. Los resultados fueron que el grupo virtual/virtual presentó mayor independencia al dar mayor valor a la tarea y al tener mejores expectativas en el control de su aprendizaje y desempeño en la clase, mientras que el grupo presencial/virtual, le dio mayor importancia a la motivación extrínseca y tuvo mayores niveles de ansiedad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to identify and compare, using the Motivated Strategies for Learning Questionnaire (MSLQ), the motivation of university students who took virtual classes before and during the COVID-19 pandemic (virtual/virtual), and the motivation of university students who transitioned from face-to -face to virtual learning (face -to- face/virtual). The questionnaire was answered on the Internet by 191 respondents. The SPSS program was employed to analyze the internal consistency of the questionnaire's items, before contrasting the results of students in both learning environments. According to the results, the virtual/virtual group showed more independence by attaching greater value to homework and by having higher expectations for their learning and class performance, while the face-to-face/virtual group attached greater importance to extrinsic motivation and experienced higher levels of anxiety.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[ansiedad]]></kwd>
<kwd lng="es"><![CDATA[modalidades educativas]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[anxiety]]></kwd>
<kwd lng="en"><![CDATA[learning environments]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Suspending classes without stopping learning: China&#8217;s education emergency management policy in the COVID-19 Outbreak]]></article-title>
<source><![CDATA[Journal of Risk and Financial Management]]></source>
<year>2020</year>
<volume>13</volume>
<numero>55</numero>
<issue>55</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
