<?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>2007-5936</journal-id>
<journal-title><![CDATA[Psicumex]]></journal-title>
<abbrev-journal-title><![CDATA[Psicumex]]></abbrev-journal-title>
<issn>2007-5936</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Sonora, Consorcio de Universidades Mexicanas A,C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-59362020000100092</article-id>
<article-id pub-id-type="doi">10.36793/psicumex.v10i1.344</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aceptación social de alumnos con alto rendimiento académico en México: un estudio comparativo entre Yucatán y Sonora]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Acceptance of High Achieving Students: A Comparative Study Between Yucatan and Sonora States in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Escobedo]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camelo Lavadore]]></surname>
<given-names><![CDATA[Ana Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vales García]]></surname>
<given-names><![CDATA[Javier José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrera-Hernández]]></surname>
<given-names><![CDATA[Laura Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>92</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-59362020000100092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-59362020000100092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-59362020000100092&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este trabajo es comparar la aceptación social de los alumnos con Alto Rendimiento Académico (ARA) de dos estados de México: uno del norte, Sonora, y otro en el sur, Yucatán. Para ello, se administró un instrumento desarrollado ad hoc para medir tres dimensiones de aceptación social: actividades académicas, actividades sociales y vínculos de amistad, con un alfa de confiabilidad de .91. Participaron 500 estudiantes de bachillerato, 250 de un estado y 250 del otro. Se analizaron las diferencias por sexo de los participantes, por región y sexo del alumno con ARA. En general, se encontró una alta aceptación social del alumno con ARA. Las mujeres y los estudiantes de Sonora presentaron mayor aceptación social hacia los alumnos con ARA. Los hallazgos no corroboran el rechazo o estigmatización de los alumnos de bachillerato por sus altas calificaciones o dedicación al estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work explored and compared the social acceptance of high achieving high school students in two states of Mexico, Sonora in the North and Yucatan in the South. An instrument was designed ad hoc to measure three dimensions of social acceptance: school activities, social activities, and friendship, with an alpha reliability coefficient of .91. This was administered to 500 high school students, half from each state. In general, high levels of social acceptance of high achieving students was found. Women and Sonora&#8217;s students showed more acceptance of the high achievers. Findings fail to support the notion of social rejection and stigmatization of high school students with good grades and diligence.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[alto rendimiento]]></kwd>
<kwd lng="es"><![CDATA[popularidad]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[aceptación social]]></kwd>
<kwd lng="en"><![CDATA[high achieving]]></kwd>
<kwd lng="en"><![CDATA[popularity]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[social acceptance]]></kwd>
</kwd-group>
</article-meta>
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