<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672017000200505</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i15.308</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento mágico en estudiantes. Estudio comparado entre niveles educativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Magical Thinking in Students. A Comparative Study Between Educational Levels]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pensamento mágico em estudantes. Estudo comparativo entre níveis educacionais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldera Montes]]></surname>
<given-names><![CDATA[Juan Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynoso González]]></surname>
<given-names><![CDATA[Oscar Ulises]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora Betancourt]]></surname>
<given-names><![CDATA[María del Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Pulido]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Los Altos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Los Altos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Los Altos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Los Altos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>505</fpage>
<lpage>528</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672017000200505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672017000200505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672017000200505&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente trabajo tuvo como propósito identificar los índices de pensamiento mágico de estudiantes de distintos niveles educativos. La investigación se desarrolló con un diseño descriptivo, correlacional y transversal. La muestra ascendió a 513 estudiantes, 87 de secundaria, 212 de bachillerato y 214 de educación superior. El instrumento utilizado fue la escala de Pensamiento Mágico en su versión de 24 ítems con dos factores relacionados, la cual cuenta con los parámetros adecuados de validez y confiabilidad. En general, los resultados indican que el nivel de pensamiento mágico de los participantes puede interpretarse como una neutralidad que no corresponde a rasgos marcados de pensamiento mágico o de racionalidad; además, se encontraron diferencias significativas entre niveles educativos y el sexo de los estudiantes. Se sugiere emprender estudios para identificar el origen de tales resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to identify rates of magical thinking of students of different educational levels. The research was conducted witht a descriptive, correlational and cross-sectional design. The sample was composed for 513 students, 87 of middle school, 212 of high school and 214 of higher education. The instrument used was the scale of Magical Thinking in the version of 24 items with two related factors, which has adequate validity and reliability parameters. Overall, the results indicate that the level of magical thinking of the participants can be interpreted as neutrality that does not correspond to features marked as magical thinking or rationality; also, significant differences between educational levels and gender of students were found. It is suggested to undertake studies to identify the origin of these results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho foi identificar os índices de pensamento mágico de alunos de diferentes níveis educacionais. A pesquisa foi desenvolvida com design descritivo, correlacional e transversal. A amostra totalizou 513 alunos, 87 do ensino médio, 212 do ensino médio e 214 do ensino superior. O instrumento utilizado foi a escala de Pensamento Mágico em sua versão de 24 itens com dois fatores relacionados, que possui parâmetros adequados de validade e confiabilidade. Em geral, os resultados indicam que o nível de pensamento mágico dos participantes pode ser interpretado como uma neutralidade que não corresponde a características marcadas de pensamento ou racionalidade mágica; Além disso, diferenças significativas foram encontradas entre os níveis educacionais e o sexo dos alunos. Sugere-se a realização de estudos para identificar a origem desses resultados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[nivel educativo]]></kwd>
<kwd lng="es"><![CDATA[pensamiento mágico]]></kwd>
<kwd lng="es"><![CDATA[sexo]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[educational level]]></kwd>
<kwd lng="en"><![CDATA[magical thinking]]></kwd>
<kwd lng="en"><![CDATA[sex]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[nível educacional]]></kwd>
<kwd lng="pt"><![CDATA[pensamento mágico]]></kwd>
<kwd lng="pt"><![CDATA[sexo]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Encyclopedia of the paranormal]]></source>
<year>1996</year>
<page-range>129-34</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
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<person-group person-group-type="author">
<name>
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<given-names><![CDATA[J]]></given-names>
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<name>
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<given-names><![CDATA[A]]></given-names>
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<article-title xml:lang=""><![CDATA[Imagination and fantasy]]></article-title>
<person-group person-group-type="editor">
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<surname><![CDATA[Haith]]></surname>
<given-names><![CDATA[M]]></given-names>
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<name>
<surname><![CDATA[Benson]]></surname>
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<source><![CDATA[Encyclopedia of Infant and Early Childhood Development]]></source>
<year>2008</year>
<page-range>117-27</page-range><publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Elsevier Press]]></publisher-name>
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</article>
