<?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>2007-5545</journal-id>
<journal-title><![CDATA[Biolex]]></journal-title>
<abbrev-journal-title><![CDATA[Biolex]]></abbrev-journal-title>
<issn>2007-5545</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Sonora, División de Ciencias Sociales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-55452023000100301</article-id>
<article-id pub-id-type="doi">10.36796/biolex.v15i26.282</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Motivación académica y el trabajo en aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic motivation and classroom work]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fraijo Figueroa]]></surname>
<given-names><![CDATA[José Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Norzagaray Benitez]]></surname>
<given-names><![CDATA[Claudia Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Pérez]]></surname>
<given-names><![CDATA[Gabriel Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montaño Martínez]]></surname>
<given-names><![CDATA[Eneida Esmeralda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora Departamento de Psicología y Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora Departamento de Psicología y Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Sonora Departamento de Psicología y Ciencias de la Comunicación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-55452023000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-55452023000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-55452023000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Atendiendo las reformas educativas de las Instituciones de Educación Superior en la generación de condiciones de enseñanza para formar profesionistas que desarrollen habilidades y conocimientos a en un proceso de fomentar la autonomía y un aprendizaje a lo largo de la vida. Se realiza una exploración de los valores que se obtienen en los indicadores que conforman la dimensión motivación académica en estudiantes de nuevo ingreso a una Institución de Educación Superior para plantear posibles propuestas de trabajo docente que permitan orientar su formación profesional bajo una perspectiva de aprendizaje autónomo. Participan 85 estudiantes de nuevo ingreso (72 mujeres y 13 hombres) inscritos en una universidad pública en el noroeste de la República Mexicana. Se realizó un estudio transversal con un tipo de muestreo no probabilístico con grupos intactos. Se evaluó la dimensión motivación académica utilizando el instrumento Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA). Las dimensiones Valor de tarea, Creencias de control y Autoeficacia para el aprendizaje presentan las puntuaciones más altas, y la dimensión Ansiedad ante los exámenes presenta la menor puntuación. Se presentan algunas reflexiones y acciones que han mostrado ser efectivas en el fomento de los indicadores que conforman la dimensión de motivación académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. Attending to the educational reforms of institutions of Higher Education in the generation of teaching conditions to train professionals who develop skills and knowledge in a process of fostering autonomy and lifelong learning. An exploration of the results obtained in the indicators that form the academic motivation dimension of students new to a Higher Education Institution to be used to possible proposals for teaching work and instructional design that allow to orient their professional training under an autonomous learning perspective. Participants are 85 first grade students (72 women and 13 men) enrolled in a public university in the northwest of the Mexican Republic. A cross-sectional study was performed with a non-probabilistic sampling type with intact groups. The academic motivation dimension was assessed using the instrument Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA). The Task Value, Control Beliefs, and Learning Self-Efficacy dimensions have the highest scores, and the Test Anxiety dimension has the lowest score. Some reflections and actions are presented that have themselves to be effective in promoting the indicators that make up the academic motivation dimension.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[autorregulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[formación disciplinaria]]></kwd>
<kwd lng="es"><![CDATA[motivación académica]]></kwd>
<kwd lng="es"><![CDATA[diseño instruccional]]></kwd>
<kwd lng="en"><![CDATA[autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[self-regulation learning]]></kwd>
<kwd lng="en"><![CDATA[disciplinary training]]></kwd>
<kwd lng="en"><![CDATA[academic motivation]]></kwd>
<kwd lng="en"><![CDATA[instructional design]]></kwd>
</kwd-group>
</article-meta>
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