<?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>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322020000100022</article-id>
<article-id pub-id-type="doi">10.22201/fpsi.20074719e.1.330</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación de la Escala de Involucramiento Emocional en Contextos de Aprendizaje en Línea]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of the Emotional Engagement Scale in Online Learning Contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pineda Ortega]]></surname>
<given-names><![CDATA[Vania Jocelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Cabrero]]></surname>
<given-names><![CDATA[Benilde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castañeda Figueiras]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vadillo Bueno]]></surname>
<given-names><![CDATA[Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>22</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322020000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322020000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322020000100022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del estudio fue determinar, a través de análisis factorial confirmatorio, la validez de constructo de la Escala de Involucramiento Emocional en Contextos de Aprendizaje en Línea, que consta de las siguientes subescalas: Alegría anticipatoria, Entusiasmo-Disfrute y Orgullo. Participaron 146 alumnos del Bachillerato a Distancia del Estado de Puebla (52.7% mujeres,     x - edad: 25, &#963;: 11 años). Se encontró que el ajuste de los datos empíricos a la estructura teórica original propuesta en la escala fue aceptable (GFI: 0.983, NFI: 0.978, y PNFI: 0.852). Con base en estos resultados, se argumenta que la base teórica del instrumento es sólida y que éste cuenta con una adecuada validez de constructo, por lo que puede considerarse como una herramienta válida y confiable para evaluar el involucramiento emocional del alumno en escenarios de aprendizaje en línea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the study was to determine, through confirmatory factor analysis, the construct validity of the Emotional Engagement Scale in Online Learning Contexts, which consists of the following subscales: Anticipatory joy, Enthusiasm-Enjoyment and Pride. 146 students of the Distance Baccalaureate of the State of Puebla participated in the study (52.7% women,     x - age: 25, &#963;: 11 years). Results showed that the adjustment of the empirical data to the original theoretical structure proposed in the scale was acceptable (GFI: 0.983, NFI: 0.978, and PNFI: 0.852). Based on these results, it is argued that the Emotional Engagement Scale in Online Learning Contexts has a solid theoretical base and it has adequate construct validity, so it can be considered as a valid and reliable tool to evaluate the emotional involvement of students in online learning settings.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Involucramiento Emocional]]></kwd>
<kwd lng="es"><![CDATA[Bachillerato a Distancia]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en Línea]]></kwd>
<kwd lng="es"><![CDATA[Validez de Constructo]]></kwd>
<kwd lng="es"><![CDATA[Análisis Factorial Confirmatorio]]></kwd>
<kwd lng="en"><![CDATA[Emotional Engagement]]></kwd>
<kwd lng="en"><![CDATA[Distance Baccalaureate]]></kwd>
<kwd lng="en"><![CDATA[Online Learning]]></kwd>
<kwd lng="en"><![CDATA[Construct Validity]]></kwd>
<kwd lng="en"><![CDATA[Confirmatory Factor Analysis]]></kwd>
</kwd-group>
</article-meta>
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