<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000300117</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.3.778</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Emociones y fracaso escolar: análisis de las representaciones sociales en jóvenes sinaloenses de educación media superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotions and Academic Failure: Analysis of Social Representations in High School Students from Sinaloa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Millán Arenas]]></surname>
<given-names><![CDATA[Brandon Moisés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamudio Elizalde]]></surname>
<given-names><![CDATA[Pedro Damián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-Sosa]]></surname>
<given-names><![CDATA[Hiram]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Coahuila  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>3</numero>
<fpage>117</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000300117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000300117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000300117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las investigaciones sobre fracaso escolar se han centrado en el logro académico, con pocos estudios que aborden los sentimientos y emociones estudiantiles asociados. Este trabajo identificó elementos de la dimensión emocional del fracaso escolar mediante un muestreo por cuotas de 30 estudiantes de educación media superior (n = 14 hombres, n = 16 mujeres), con edad promedio de 16.86 años (DT = 1.04). Los resultados revelaron una dimensión emocional dicotómica del fracaso escolar: negativo-positiva. La negativa incluye emociones como ansiedad, miedo y tristeza; la positiva se refiere a experiencias de aprendizaje relacionadas con el fracaso, como oportunidades de crecimiento personal. Se concluyó que, aunque existen diversos elementos en la representación social del fracaso escolar, prevalecen elementos negativos centrados en sentimientos y emociones negativas, actividades escolares (exámenes) y experiencias (reprobar cursos), todas asociadas con el fracaso académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research on school failure has focused on academic achievement, with few studies addressing the feelings and emotions associated with students. This work identified elements of the emotional dimension of school failure through quota sampling of 30 high school students (n = 14 males, n = 16 females), with an average age of 16.86 years (SD = 1.04). The results revealed a dichotomous emotional dimension of school failure: negative-positive. The negative aspect includes emotions such as anxiety, fear, and sadness; the positive refers to learning experiences related to failure, such as opportunities for personal growth. It was concluded that, although there are various elements in the social representation of school failure, negative elements prevail, centered on negative feelings and emotions, school activities (exams), and experiences (failing courses), all associated with academic failure.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación media superior]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[fracaso escolar]]></kwd>
<kwd lng="es"><![CDATA[representaciones sociales]]></kwd>
<kwd lng="en"><![CDATA[high-school education]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[school failure]]></kwd>
<kwd lng="en"><![CDATA[social representations]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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