<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662007000401153</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Motivación y actitudes hacia la carrera de profesor de educación primaria en estudiantes normalistas de primer ingreso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Garduño]]></surname>
<given-names><![CDATA[José María E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Hidalgo Centro de Estudios para el Desarrollo y la Investigación de las Ciencias Sociales (CEDICSO XXI) Área de Académica de Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Pachuca Hidalgo]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<volume>12</volume>
<numero>35</numero>
<fpage>1153</fpage>
<lpage>1178</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662007000401153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662007000401153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662007000401153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se examina la relación entre la motivación en la elección de la carrera de maestro de primaria y las actitudes hacia la misma. Participaron dos generaciones de primer ingreso que cursaron esta la licenciatura bajo dos planes diferentes: del 84, con 140 estudiantes, y del 97, con 116. Se aplicó un cuestionario para identificar el tipo de motivación que determinó su ingreso y un diferencial semántico para examinar su actitud hacia la carrera. Los resultados -analizados por estadística paramétrica y no paramétrica, y la d de Cohen para ponderar el tamaño del efecto de las diferencias- indican que casi la mitad eligió la carrera por motivos extrínsecos, si bien el porcentaje es mayor en el plan 84. La actitud de los estudiantes es positiva, sin embargo, las diferencias son de mayor tamaño en el plan 97. Las mujeres y quienes ingresaron por una motivación intrínseca tienen una actitud más positiva hacia la carrera.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A study was made of students&#8217; motivation in selecting the degree plan in elementary teaching, and their attitudes toward the degree. The study participants were two groups of new students working toward the degree under two different plans: Plan 84, with 140 students, and Plan 97, with 116 students. The students were asked to complete a questionnaire, to identify the type of motivation that determined their enrollment, and a semantic differential was used to examine their attitudes toward the degree. The results-analyzed by parametric sand nonparametric statistics, and Cohen&#8217;s d to weigh the effect of the differences-indicate that almost one-half of the students selected the degree for extrinsic reasons; this percentage was higher in Plan 84. The students&#8217; attitude is positive, yet the differences are greater in Plan 97. The females and those who enrolled due to intrinsic motivation have a more positive attitude toward the degree.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[educación normalista]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[actitudes]]></kwd>
<kwd lng="es"><![CDATA[planes de estudio]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[normal school education]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[study plans]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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