<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000200570</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.30</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La mejora del compromiso académico mediante la mentoría y el aprendizaje-servicio]]></article-title>
<article-title xml:lang="en"><![CDATA[The improvement of academic Commitment through mentoring and service-learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Melhorando o engajamento acadêmico através de mentoria e serviço de aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hervás-Torres]]></surname>
<given-names><![CDATA[Mirian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miñaca-Laprida]]></surname>
<given-names><![CDATA[María Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Martín]]></surname>
<given-names><![CDATA[Francisco Domingo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arco-Tirado]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Asociación Nuevo Futuro  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>570</fpage>
<lpage>588</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200570&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200570&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200570&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. Las instituciones de educación superior están constantemente enfrentándose a los desafíos de mejorar su productividad, competitividad, función social, así como la calidad de la educación y formación ofrecida al estudiantado. Dos respuestas para mejorar la calidad de la educación y la formación impartida al estudiantado, así como su función social, son el aprendizaje-servicio y la mentoría. El fundamento de ambas intervenciones de enseñanza recae en el hecho de que permiten una mayor conexión eficiente entre el currículo, las necesidades sociales y el mundo profesional.  Objetivo. El objetivo de esta investigación fue explorar la eficacia del Programa Huelva Educa (PHE) para mejorar el grado de compromiso académico en el alumnado participante en calidad de personas mentoras.  Metodología. La muestra estuvo compuesta por 54 estudiantes de la Universidad de Huelva seleccionados mediante un muestreo no probabilístico de conveniencia. Se adoptó un diseño cuasi-experimental pretest-postest de estudiantado universitario, donde la variable dependiente se midió mediante el &#8220;Cuestionario sobre compromiso académico del alumnado universitario'' y del cuaderno de trabajo de las personas mentoras PHE.  Resultados . Los resultados registrados muestran que el alumnado mejora significativamente comportamientos relacionados con la implicación en clase, análisis reflexivo de experiencias e ideas, razonamiento crítico, realizar tareas en un idioma extranjero, entre otras.  Conclusiones . Este trabajo aporta evidencias sobre la eficacia del programa para la mejora de la preparación de sus asignaturas, aumento del logro académico o incremento en su aprendizaje activo y colaborativo, por lo que se recomienda la importancia de adoptar este tipo de programa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  Higher education institutions constantly face challenges to improve their productivity, competitiveness, social impact, quality of education, and training delivered to students. Two of the responses to improve the quality of education and training offered to students and the social impact are service-learning and mentoring. The merit of both teaching interventions is that they allow a more effective connection between the curriculum, the social needs, and the professional world outside.  Objective.  This investigation aimed to explore the effectiveness of the Huelva Educa Program (HEP) to improve the level of academic commitment of participating students as mentors.  Method.  The sample comprised 54 students from the University of Huelva, selected through a sampling non-probability convenience. A quasi-experimental pretest-postest design involving undergraduate students was adopted, where the dependent variable was measured by the Questionnaire on the academic commitment of the university students and the HEP mentors&#8217; workbook.  Results.  Self-reported results show that students have significantly increased behaviors related to participation in class, analyses of experiences and ideas, reflective analyses of experiences and ideas, critical reasoning, and tasks in a foreign language, among others.  Conclusions . This work provides evidence on the program&#8217;s effectiveness for improving the preparation of their subjects, increasing academic achievement, or increasing their active and collaborative learning, recommending the importance of adopting this type of program.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  As instituições de ensino superior enfrentam constantemente os desafios de melhorar sua produtividade, competitividade, função social, bem como a qualidade da educação e da formação oferecida aos alunos. Duas respostas para melhorar a qualidade da educação e da formação dada aos alunos, bem como sua função social, são Aprendizagem-Serviço e Mentoring. A base de ambas as intervenções pedagógicas reside no fato de que elas permitem uma maior conexão eficiente entre o currículo, as necessidades sociais e o mundo profissional.  Objetivo.  O objetivo desta pesquisa foi explorar a eficácia do Programa Huelva Educa (PHE) para melhorar o grau de engajamento acadêmico dos alunos participantes como mentores.  Metodologia.  A amostra foi composta por 54 alunos da Universidade de Huelva selecionados por amostragem não probabilística de conveniência. Foi adotado um projeto quase-experimental pré-teste e pós-teste de estudantes universitários, onde a variável dependente foi medida pelo Questionário de Engajamento Acadêmico dos Estudantes Universitários e a Carteira de Trabalho dos Mentores PHE.  Resultados.  Os resultados registrados mostram que os alunos melhoram significativamente os comportamentos relacionados ao envolvimento em sala de aula, análise pensada de experiências e ideias, raciocínio crítico, realização de tarefas em língua estrangeira, entre outros.  Conclusão.  Este trabalho fornece provas sobre a eficácia do programa para melhorar a preparação das suas disciplinas, aumentar a realização acadêmica ou aumentar a sua aprendizagem ativa e colaborativa, recomendando a importância da adoção deste tipo de programa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje-servicio]]></kwd>
<kwd lng="es"><![CDATA[mentoría]]></kwd>
<kwd lng="en"><![CDATA[High Education]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[service-learning]]></kwd>
<kwd lng="en"><![CDATA[mentoring]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[engajamento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[serviço de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[mentoria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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