<?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>1665-7063</journal-id>
<journal-title><![CDATA[Enfermería universitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. univ]]></abbrev-journal-title>
<issn>1665-7063</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Escuela Nacional de Enfermería y Obstetricia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-70632018000400342</article-id>
<article-id pub-id-type="doi">10.22201/eneo.23958421e.2018.4.533</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitud, hábitos de estudio y rendimiento académico: Abordaje desde la teoría de la acción razonada]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitudes, study habits, and academic performance: Addressing them from the theory of the reasoned action]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atitude, hábitos de estudo e rendimento académico: Abordagem desde a teoria da ação racional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade-Valles]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Facio-Arciniega]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz -Guerra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alemán-de la Torre]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Ramírez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosales-González]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Coahuila Escuela de Licenciatura en Enfermería ]]></institution>
<addr-line><![CDATA[Torreón Coahuila]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez del Estado de Durango Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ Durango]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>4</numero>
<fpage>342</fpage>
<lpage>351</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632018000400342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632018000400342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632018000400342&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  Las actitudes y los hábitos hacia el estudio y el aprendizaje son un factor de suma importancia en la determinación del rendimiento académico.  Objetivo  Analizar la correlación entre actitud y hábitos de estudio con el rendimiento académico en estudiantes universitarios.  Metodología  Es una investigación de corte cuantitativo, transversal, correlacional y analítico, participaron 286 estudiantes de manera voluntaria. Para medir las variables se utilizaron el Inventario de Hábitos de Estudio y el Cuestionario de Evaluación de Actitudes ante el Aprendizaje en Estudiantes Universitarios. Los datos se analizaron mediante el programa estadístico STATA v.11.1, se realizaron pruebas de comparación de frecuencias (chi-cuadrada), de correlación (r de Pearson) y análisis de regresión logística.  Resultados  Del total de los participantes (n=286), 75.8% fueron del sexo femenino; 43.7% (n=125) tuvieron alto rendimiento académico, con promedio general de 9 o más. En cuanto a los hábitos de estudio, 66.4% (n=190) obtuvieron puntajes en la clasificación de adecuados, 25.2% (n=72) presentaron actitudes positivas hacia el estudio; Se obtuvo una asociación altamente significativa (p=0.001,) entre hábitos y actitudes ante el estudio mediante una prueba de chi-cuadrada. La correlación entre hábitos de estudio y actitudes hacia el estudio fue moderada pero significativa (r=0.461, p&lt;0.05); el análisis de regresión logística, reveló asociaciones positivas entre actitudes y rendimiento académico.  Conclusiones  Este estudio demuestra que las actitudes y los hábitos de estudio, tienen un fuerte impacto en el rendimiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  Attitudes and habits towards studying and learning are important factors while determining academic performance.  Objective  To analyze the correlation between attitude and study habits, with academic performance among university students.  Methodology  This is a quantitative, transversal, correlational and analytical research where 286 students voluntarily participated. In order to estimate the variables, the Study Habits Inventory, and the Assessment of Attitudes towards Learning among University Students scale were used. Data were analyzed using the STATA v.11.1 program. Frequency comparison tests (chi-square), correlations (Pearson r), and logistic regression were calculated.  Results  From the total of participants (n=286), 75.8% were female, while 43.7% (n=125) showed high academic performance with a 9/10 or higher grade average. Regarding the study habits, and 66.4% (n=190) obtained an adequate classification score; and 25.2% (n=72) showed positive attitudes towards studying. The correlation related to habits and attitudes towards studying was found to be r=0.461, p&lt;0.05; while the logistic regression analysis revealed positive associations between study attitudes and academic performance.  Conclusions  This study shows that attitudes and habits towards studying have a strong impact on academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução As atitudes e os hábitos em direção ao estudo e à aprendizagem são um fator de suma importância na determinação do desempenho académico.  Objetivo  Analisar a correlação entre atitude e hábitos de estudo com o desempenho académico em estudantes universitários.  Metodologia  É uma pesquisa de corte quantitativo, transversal, correlacional e analítico, participaram 286 estudantes de maneira voluntária. Para medir as variáveis utilizaram-se o Inventario de Hábitos de Estudo e o Questionário de Avaliação de Atitudes ante a Aprendizagem em Estudantes Universitários. Os dados analisaram-se mediante o programa estatístico STATA v.11.1, realizaram-se provas de comparação de frequências (chi-quadrado), de correlação (r de Pearson) e análise de regressão logística.  Resultados  Do total dos participantes (n=286), 75.8% foram do sexo feminino; 43.7% (n=125) tiveram alto rendimento académico, com média geral de 9 ou mais. A respeito dos hábitos de estudo, 66.4% (n=190) obtiveram pontuações na classificação de adequados, 25.2% (n=72) apresentaram atitudes positivas para o estudo; obteve-se uma associação altamente significativa (p=0.001,) entre hábitos e atitudes ante o estudo mediante uma prova de chi-quadrado. A correlação entre hábitos de estudo e atitudes para o estudo foi moderada, mas significativa (r=0.461, p&lt;0.05); a análise de regressão logística, revelou associações positivas entre atitudes e rendimento académico.  Conclusões  Este estudo demonstra que as atitudes e os hábitos de estudo, tem um forte impacto no desempenho académico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[actitudes]]></kwd>
<kwd lng="es"><![CDATA[hábitos de estudio]]></kwd>
<kwd lng="es"><![CDATA[teoría de la acción razonada]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Students, nursing]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[study habits]]></kwd>
<kwd lng="en"><![CDATA[theory of reasoned action]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[desempenho académico]]></kwd>
<kwd lng="pt"><![CDATA[atitudes]]></kwd>
<kwd lng="pt"><![CDATA[hábitos de estudo]]></kwd>
<kwd lng="pt"><![CDATA[teoria da ação racional]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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