<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000100117</article-id>
<article-id pub-id-type="doi">10.23913/ride.v13i26.1414</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Intervención cuasi-experimental en burnout académico en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Quasi-Experimental Burnout in University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Intervenção quase-experimental no esgotamento acadêmico em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Banda Guzmán]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[D´Amico Córdova]]></surname>
<given-names><![CDATA[Rosy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robles Francia]]></surname>
<given-names><![CDATA[Víctor Hugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guanajuato  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Burnout Institute  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Juárez Autónoma de Tabasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>13</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El burnout académico es una respuesta a los estresores relacionados con los estudios. El objetivo de esta investigación fue examinar si el efecto de la práctica de activación refresh, que es una meditación activa que a través de la respiración, el movimiento, la música y la visualización busca renovar la energía, es favorable para el diagnóstico de burnout académico. La intervención consistió en ocho semanas de práctica de activación refresh. Y para medir su impacto, se utilizó la Maslach Burnout Inventory-Student Survey (MBI-SS) antes y después de este periodo. Los participantes eran estudiantes de licenciatura de 5.o semestre o superior. El grupo experimental estuvo compuesto por 36 estudiantes (Medad = 22.08, SD = 1.66) y el grupo control por 29 estudiantes (Medad = 21.62, SD=1.65). Los resultados mostraron que, tras la intervención, los estudiantes del grupo experimental presentaron niveles más bajos de burnout en comparación a su evaluación previa y a la evolución del grupo de control. Esto sugiere que la activación refresh podría funcionar como una estrategia de afrontamiento a los estresores académicos para la prevención y reducción del burnout académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Academic burnout is a response to study-related stressors. The aim of this research was to examine whether the effect of activation refresh practice is favorable for the diagnosis of academic burnout. The intervention consisted of eight weeks of activation refresh practice. And to measure its impact, the Maslach Burnout Inventory-Student Survey (MBI-SS) was used before and after this period. Participants were 5th semester or higher undergraduate students. The experimental group consisted of 36 students (Mage = 22.08, SD = 1.66) and the control group consisted of 29 students (Mage = 21.62, SD = 1.65). The results showed that, after the intervention, students in the experimental group presented lower levels of burnout compared to their pre-assessment and to the evolution of the control group. This suggests that refresh activation could function as a coping strategy to academic stressors for the prevention and reduction of academic burnout.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O esgotamento acadêmico é uma resposta aos estressores relacionados ao estudo. O objetivo desta pesquisa foi examinar se o efeito da prática de atualização de ativação, que é uma meditação ativa que busca renovar as energias por meio da respiração, movimento, música e visualização, é favorável para o diagnóstico de esgotamento acadêmico. . A intervenção consistiu em oito semanas de prática de ativação de atualização. E para medir seu impacto, o Maslach Burnout Inventory-Student Survey (MBI-SS) foi usado antes e depois desse período. Os participantes foram alunos de graduação do 5º semestre ou superior. O grupo experimental consistiu de 36 alunos (Mage = 22,08, SD = 1,66) e o grupo controle de 29 alunos (Mage = 21,62, SD = 1,65). Os resultados mostraram que, após a intervenção, os alunos do grupo experimental apresentaram níveis de burnout menores em relação à avaliação anterior e à evolução do grupo controle. Isso sugere que a ativação de atualização pode funcionar como uma estratégia de enfrentamento contra estressores acadêmicos para a prevenção e redução do esgotamento acadêmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[activación refresh]]></kwd>
<kwd lng="es"><![CDATA[burnout académico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[intervención]]></kwd>
<kwd lng="en"><![CDATA[activation refresh]]></kwd>
<kwd lng="en"><![CDATA[academic burnout]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[intervention]]></kwd>
<kwd lng="pt"><![CDATA[ativação de atualização]]></kwd>
<kwd lng="pt"><![CDATA[esgotamento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[intervenção]]></kwd>
</kwd-group>
</article-meta>
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