<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100102</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.02.5891</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perfiles de expectativas y preparatividad académica en educación superior técnica]]></article-title>
<article-title xml:lang="en"><![CDATA[Expectation and Academic Readiness Profiles in Higher Technical Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Nelson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Cretton]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pareja Arellano]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación y formación técnica profesional es una modalidad educativa importante, cada vez son más los jóvenes que optan por esta posibilidad y es fundamental disponer de información al respecto. Esta investigación busca identificar el perfil de ingreso considerando las expectativas y capacidades iniciales de los estudiantes. 183 estudiantes de nuevo ingreso a carreras técnicas en una universidad pública respondieron a dos escalas para medir las expectativas y preparatividad académica. En la investigación, de diseño no experimental, transversal, de tipo descriptivo, se identifican a través de un análisis de clúster cuatro grupos que presentan altos niveles en expectativas y preparatividad académica; sin embargo, los resultados evidencian que las capacidades de comunicación efectiva y modulación emocional están más diminuidas, así como las expectativas de participación estudiantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Technical and vocational education and training is an important branch of education, pursued by increasing numbers of young people, and information in this regard is crucial. This research aims to determine student entry profiles based on their initial expectations and skills. A total of 183 newly admitted students of technical degrees at a public university responded to two scales used to measure academic expectations and readiness. This non-experimental, cross-sectional, descriptive research employs cluster analysis to identify four groups with high levels of academic expectations and readiness, but the findings show that effective communication and emotion modulation skills are weaker, as are student participation expectations.]]></p></abstract>
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<kwd lng="es"><![CDATA[educación técnica]]></kwd>
<kwd lng="es"><![CDATA[expectativa]]></kwd>
<kwd lng="es"><![CDATA[acceso a la educación]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[technical education]]></kwd>
<kwd lng="en"><![CDATA[access to education]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
</kwd-group>
</article-meta>
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