<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2025000200301</article-id>
<article-id pub-id-type="doi">10.31391/bmzt6983</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identidad de aprendiz. Un estudio sobre influencias personales y situacionales en estudiantes universitarios de educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Learner identity. A study about personal and situational influences with education university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verónica-Paoloni]]></surname>
<given-names><![CDATA[Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cristina-Rinaudo]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schlegel]]></surname>
<given-names><![CDATA[Daiana]]></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>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Río Cuarto Facultad de Ciencias Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<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>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2025000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2025000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2025000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Abstract. En este trabajo se profundiza en el conocimiento sobre las influencias que intervienen en el proceso de construcción de identidades de aprendizaje. Con base en desarrollos teóricos actuales sobre el tema, se llevó a cabo un estudio empírico siguiendo los lineamientos de una metodología cualitativa. La investigación se realizó con estudiantes que cursaban asignaturas del área psicológica, requeridas en su formación como profesores, en una universidad pública de Argentina. La recolección de datos se efectuó mediante un cuestionario diseñado para explorar representaciones y experiencias relativas a la identidad de aprendizaje. El análisis de la información se desarrolló conforme a las recomendaciones de la teoría fundamentada con procedimientos de codificación cruzada. Los resultados revelaron que los estudiantes identificaron la influencia de características personales y de vínculos establecidos en contextos familiares e institucionales en la conformación de sus identidades de aprendizaje. Entre las principales conclusiones del estudio, destaca una ampliación de la perspectiva teórica, que reconoce la incidencia de las competencias socioemocionales y el carácter dinámico de los procesos de construcción identitaria. Sobre las prácticas docentes, se subraya la relevancia de generar oportunidades significativas de participación para los estudiantes, así como el tipo de interacciones y valoraciones que acompañan a dichas experiencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The purpose of this paper is to deepen our understanding of the influences exerted on the process of constructing learning identities. Drawing on current developments on the topic, we conducted an empirical study following the guidelines of a qualitative methodology. We worked with students taking psychology courses required for teacher training at a public university in Argentina. Data were collected using a questionnaire designed to explore representations and experiences related to their learning identities. Data analysis considered recommendations from grounded theory and implemented cross-coding procedures. The results indicated that students were able to recognize the influence of personal traits and the ties established in family and institutional contexts over their learning identities development. The study's conclusions include a broadening of the theoretical perspective, recognizing the influence of socioemotional competencies and the dynamic nature of identity construction processes. Regarding teaching practices, we emphasize the importance of the opportunities for participation that are provided for students, and the nature of the interactions and assessments that accompany or follow them.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[experiencias significativas]]></kwd>
<kwd lng="es"><![CDATA[competencias socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[influencias contextuales]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[meaningful experiences]]></kwd>
<kwd lng="en"><![CDATA[socio-emotional competencies]]></kwd>
<kwd lng="en"><![CDATA[contextual influences]]></kwd>
</kwd-group>
</article-meta>
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