<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732017000200061</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metas y contextos de aprendizaje. Un estudio con alumnos del primer año de carreras de ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Goals and contexts of learning. A study with first-year engineering students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiecher]]></surname>
<given-names><![CDATA[Analía Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Río Cuarto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>74</numero>
<fpage>61</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732017000200061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732017000200061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732017000200061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo se enmarca en la perspectiva teórica de la motivación situada. Se describen metas motivacionales de estudiantes en distintos contextos. Participaron 115 estudiantes que iniciaban carreras de ingeniería en una universidad pública argentina. Para la recolección de los datos, se administró un cuestionario que presenta cinco relatos que describen a estudiantes con distintas metas motivacionales. Los sujetos debían escoger aquél que consideraban que mejor los representaba como estudiantes universitarios, como estudiantes de secundaria y aquél que consideraban el estudiante &#8220;ideal&#8221;. Se solicitó también justificación de la elección. Los resultados informan que un grupo mayoritario persigue la meta de &#8220;no complicarse&#8221; en la secundaria (45%). En el contexto universitario prevalecen las metas de aprendizaje (32%) en tanto que esta misma orientación es la que caracteriza al estudiante ideal (69%). Las conclusiones destacan algunas variables que desde el contexto podrían manipularse a fin de incidir en la configuración de estos perfiles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is structured by the theoretical perspective of situated motivation. We describe the motivational goals of students in different contexts. One hundred fifteen students participated during their first year in engineering degrees in a public university in Argentina. To collect data, we distributed a survey with five anecdotes describing students with different motivational goals. The subjects had to choose the anecdote that represented them best as university students and as secondary school students, as well as the anecdote they considered the &#8220;ideal&#8221; student. The survey also asked for a justification of the choices. The results informed us that the majority chose the goal of &#8220;not complicating things&#8221; in secondary school (45%). In the university context, the most important goal was learning (32%), which was also chosen as the characteristic of the ideal student (69%). The conclusions highlight certain variables that can be manipulated in context in order to influence the shaping of these profiles.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Contextos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de primer año]]></kwd>
<kwd lng="es"><![CDATA[metas]]></kwd>
<kwd lng="es"><![CDATA[motivación en el aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[First-year students]]></kwd>
<kwd lng="en"><![CDATA[goals]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[learning contexts]]></kwd>
<kwd lng="en"><![CDATA[learning motivation]]></kwd>
</kwd-group>
</article-meta>
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