<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722021000300112</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2021.35.1085</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las creencias epistemológicas y la competencia lectora: inferencias identificadas en la lectura de múltiples textos]]></article-title>
<article-title xml:lang="pt"><![CDATA[As crenças epistemológicas e a competência leitora: inferências identificadas na leitura de múltiplos textos]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological beliefs and reading competence: inferences identified in the reading of multiple texts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mayoral-Gutiérrez]]></surname>
<given-names><![CDATA[Luis-Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peredo-Merlo]]></surname>
<given-names><![CDATA[María-Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Departamento de Estudios en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Departamento de Estudios en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>12</volume>
<numero>35</numero>
<fpage>112</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722021000300112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722021000300112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722021000300112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este es un estudio descriptivo de corte correlacional. Se estudiaron las creencias epistemológicas sobre el conocimiento y el proceso de conocer en dos niveles, uno general y otro particular a un tema: el acoso escolar. Se analizó el papel que tiene la competencia lectora. Participaron estudiantes universitarios de licenciatura en psicología y posgrado en educación; respondieron distintos instrumentos para evaluar creencias epistemológicas, conocimiento previo sobre el tema, identificación de inferencias en tres textos distintos, así como una entrevista individual respecto a la tarea. Los resultados mostraron altos grados de sofisticación en las creencias en la mayoría de las dimensiones para el tema del acoso, sobresaliendo la creencia de justificación del conocimiento en sus niveles general y particular, la cantidad de inferencias identificadas no se vieron afectadas por el conocimiento previo, pero si se relacionaron de manera positiva con el grado de sofisticación de las creencias en las distintas dimensiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este é um estudo descritivo de corte correlacional. Se estudaram as crenças epistemológicas sobre o conhecimento e o processo de conhecer em dois níveis, um geral e outro particular a um tema: o bullying escolar. Se analisou o papel que tem a competência leitora. Participaram estudantes universitários de licenciatura em psicologia e pós-graduação em educação; responderam diferentes instrumentos para avaliar crenças epistemológicas, conhecimento prévio sobre o tema, identificação de inferências em três textos distintos, assim como uma entrevista individual sobre a tarefa. Os resultados mostraram altos graus de sofisticação nas crenças na maioria das dimensões para o tema do bullying, sobressaindo a crença de justificação do conhecimento em seus níveis geral e particular, a quantidade de inferências identificadas não se viram afetadas pelo conhecimento prévio, mas sim se relacionaram de maneira positiva com o grau de sofisticação das crenças nas diferentes dimensões.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a descriptive correlational study in which epistemological beliefs about knowledge and the process of knowing were studied at two levels, one general and the other particular to a topic: bullying. The role of reading competence was analyzed. University undergraduate students in psychology and graduate students in education participated; they answered questions about different instruments to evaluate epistemological beliefs, previous knowledge about the topic, identification of inferences in three different texts, as well as an individual interview regarding the task. The results showed high degrees of sophistication in the beliefs in most of the dimensions for the topic of bullying, and the belief of justification of knowledge in its general and particular levels stands out; the amount of identified inferences were not affected by the previous knowledge, but they were positively related to the degree of sophistication of the beliefs in the different dimensions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias epistemológicas]]></kwd>
<kwd lng="es"><![CDATA[naturaleza del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[proceso de conocer]]></kwd>
<kwd lng="es"><![CDATA[comprensión de textos]]></kwd>
<kwd lng="es"><![CDATA[conocimiento previo]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="pt"><![CDATA[crenças epistemológicas]]></kwd>
<kwd lng="pt"><![CDATA[natureza do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[processo de conhecer]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de textos]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento prévio]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[epistemological beliefs]]></kwd>
<kwd lng="en"><![CDATA[nature of knowledge]]></kwd>
<kwd lng="en"><![CDATA[knowledge apprehension process]]></kwd>
<kwd lng="en"><![CDATA[text comprehension]]></kwd>
<kwd lng="en"><![CDATA[prior knowledge]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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