<?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>S1409-42582023000300432</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-3.17275</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Motivación y autoeficacia en estudiantado adolescente: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Motivation and self-Efficacy in adolescent students: A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Motivação e auto-eficácia nos estudantes adolescentes: Uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Otondo-Briceño]]></surname>
<given-names><![CDATA[Maite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Hicks]]></surname>
<given-names><![CDATA[Nicol Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>432</fpage>
<lpage>444</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000300432&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000300432&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000300432&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  La presente investigación tiene como objetivo determinar si la motivación académica está vinculada a la autoeficacia académica para su promoción en estudiantado adolescente de educación secundaria y superior. La relevancia de indagar respecto a la vinculación entre estos factores y los grados de influencia entre ambos atiende a la importancia que representan en el éxito escolar del estudiantado y los vacíos existentes en el contexto educativo respecto a la intervención de estas variables en su conjunto.  Método.  El método es una revisión sistemática de la bibliografía con artículos indexados en bases de datos, tales como: Web of Science (WOS) y Scopus, desde 2010 a 2020. Se utilizó un protocolo con el fin de organizar la información de los artículos científicos revisados en cinco aspectos relevantes: fuente, país, muestra, tipo de estudio y objetivo del estudio.  Resultados.  El resultado de esta investigación confirma que existe una relación significativa entre ambas variables en estudiantado adolescente.  Conclusión.  Se concluye que, pese a la existencia de esta relación significativa, la motivación académica no se considera un factor mayormente influyente en la autoeficacia académica y, por el contrario, es esta última la que cumple un rol fundamental en el desarrollo de la motivación del estudiantado. Se considera fundamental difundir el conocimiento proporcionado por este estudio dentro de la comunidad científica y educativa, a fin de profundizar la investigación en esta materia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This research aims to investigate whether academic motivation is linked to academic self-efficacy for promotion in adolescent students in secondary and higher education. The significance of exploring the link between these factors and the degree of influence between them arises from their importance in the academic success of students and the existing gaps in the educational context regarding the intervention of these variables as a whole.  Method.  A systematic literature review was conducted, analyzing articles indexed in databases such as Web of Science (WOS) and Scopus, published between 2010 and 2020. A protocol was employed to organize the information extracted from articles, focusing on five relevant aspects: source, country, sample, type of study and objective of the study.  Results.  The results of this research confirm a significant relationship between both variables in adolescent students.  Conclusion.  Despite the existence of this significant relationship, academic motivation is not considered to be a major factor influencing academic self-efficacy. On the contrary, it is the latter that plays a fundamental role in the development of student motivation. Disseminating the knowledge provided by this study within the scientific and educational community is deemed essential to deepen the research in this domain.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo desta investigação é determinar se a motivação académica está associada à auto-eficácia académica para a promoção em estudantes adolescentes do ensino secundário e superior. A pertinência de investigar a ligação entre estes factores e o grau de influência entre eles deve-se à importância que representam no sucesso académico dos alunos e às lacunas existentes no contexto educativo no que respeita à intervenção destas variáveis no seu conjunto.  Método.  Utilizou-se um método de revisão sistemática da literatura com artigos indexados em bases de dados como Web of Science (WOS) e Scopus, no período de 2010 a 2020. Foi utilizado um protocolo com o intuito de organizar as informações dos artigos científicos revisados em cinco aspectos relevantes: fonte, país, amostra, tipo de estudo e objetivo do estudo.  Resultados.  A pesquisa confirma a existência de uma relação significativa entre ambas as variáveis em estudantes adolescentes.  Conclusão.  Conclui-se que, apesar da existência desta relação significativa, a motivação acadêmica não é considerada como um fator importante que influencia a autoeficácia acadêmica; ao contrário, é esta última que desempenha um papel fundamental no desenvolvimento da motivação dos estudantes. Considera-se fundamental divulgar os conhecimentos proporcionados por este estudo à comunidade científica e educativa, a fim de aprofundar a investigação neste domínio.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="pt"><![CDATA[Auto-eficácia]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[adolescentes]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Agricola]]></surname>
<given-names><![CDATA[B. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Prins]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sluijsmans]]></surname>
<given-names><![CDATA[D. M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impact of feedback request forms and verbal feedback on higher education students&#8217; feedback perception, self-efficacy, and motivation]]></article-title>
<source><![CDATA[Assessment in Education: Principles, Policy &amp; Practice]]></source>
<year>2020</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>6-25</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amin]]></surname>
<given-names><![CDATA[E. A-R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A correlational study between some motivational constructs and EFL writing performance in a blended learning environment]]></article-title>
<source><![CDATA[International Journal of English Linguistics]]></source>
<year>2019</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>238-48</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensamiento y acción: Fundamentos sociales]]></source>
<year>1987</year>
<publisher-name><![CDATA[Martínez Roca]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Callinan]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[van der Zee]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing essay writing skills: An evaluation of the modelling behaviour method and the influence of student self-efficacy]]></article-title>
<source><![CDATA[Journal of Further and Higher Education]]></source>
<year>2018</year>
<volume>42</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>608-22</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campos-Sánchez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Núñez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Carriel]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Martín-Piedra]]></surname>
<given-names><![CDATA[M.-Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Sola]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Alaminos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivational component profiles in university students learning histology: A comparative study between genders and different health science curricula]]></article-title>
<source><![CDATA[BMC Medical Education]]></source>
<year>2014</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cook]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Artino Jr]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation to learn: An overview of contemporary theories]]></article-title>
<source><![CDATA[Medical Education]]></source>
<year>2016</year>
<volume>50</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>997-1014</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Demirören]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Turan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Öztuna]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medical students&#8217; self-efficacy in problem-based learning and its relationship with self-regulated learning]]></article-title>
<source><![CDATA[Medical Education Online]]></source>
<year>2016</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Doménech-Betoret]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Abellán-Roselló]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez-Artiga]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy, satisfaction, and academic achievement: The mediator role of students&#8217; expectancy-value beliefs]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D&#382;inovi&#263;]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[&#272;evi&#263;]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[&#272;eri&#263;]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement]]></article-title>
<source><![CDATA[Psihologija]]></source>
<year>2019</year>
<volume>52</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>35-52</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galleguillos-Herrera]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Olmedo-Moreno]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autoeficacia y motivación académica: Una medición para el logro de objetivos escolares]]></article-title>
<source><![CDATA[European Journal of Investigation in Health, Psychology and Education]]></source>
<year>2019</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>119-35</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gan]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[C. C. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student-teachers&#8217; self-efficacy for instructing self-regulated learning in the classroom]]></article-title>
<source><![CDATA[Journal of Education for Teaching]]></source>
<year>2020</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>120-3</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garrote Rojas]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Garrote Rojas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez Fernández]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factores influyentes en motivación y estrategias de aprendizaje en los alumnos de grado]]></article-title>
<source><![CDATA[Revista Iberroamericana sobre Calidad, Eficacia y Cambio en Educación]]></source>
<year>2016</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>31-44</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Glynn]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Brickman]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Armstrong]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Taasoobshirazi]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Science motivation questionnaire II: Validation with science majors and nonscience majors]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year>2011</year>
<volume>48</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1159-76</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gök]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Atalay Kabasakal]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Analysing prospective teachers&#8217; self-efficacy belief, teaching motivation and attitudes towards teaching from the perspective of several variables]]></article-title>
<source><![CDATA[Pegem E&#287;itim ve Ö&#287;retim Dergisi]]></source>
<year>2019</year>
<volume>9</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1081-112</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Khodadad]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaur]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Causal relationships between integrative motivation, self-efficacy, strategy use and english language achievement]]></article-title>
<source><![CDATA[3L: The Southeast Asian Journal of English Language Studies]]></source>
<year>2016</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>111-25</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Klassen]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Klassen]]></surname>
<given-names><![CDATA[J. R. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy beliefs of medical students: A critical review]]></article-title>
<source><![CDATA[Perspectives on Medical Education]]></source>
<year>2018</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>76-82</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lönnfjord]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Hagquist]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The psychometric properties of the swedish version of the General Self-Efficacy Scale: A rasch analysis based on adolescent data]]></article-title>
<source><![CDATA[Current Psychology]]></source>
<year>2018</year>
<volume>37</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>703-15</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malik]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Weston]]></surname>
<given-names><![CDATA[K. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Barker]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influence of personality and self-efficacy on perceptual responses during high-intensity interval exercise in adolescents.]]></article-title>
<source><![CDATA[Journal of Applied Sport Psychology]]></source>
<year>2020</year>
<volume>33</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>590-608</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malinauskas]]></surname>
<given-names><![CDATA[R. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Saulius]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social self-efficacy and prosocial behaviour among students of high and youth schools]]></article-title>
<source><![CDATA[European Journal of Contemporary Education]]></source>
<year>2019</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>542-9</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ommering]]></surname>
<given-names><![CDATA[B. W. C.]]></given-names>
</name>
<name>
<surname><![CDATA[van Blankenstein]]></surname>
<given-names><![CDATA[F. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Waaijer]]></surname>
<given-names><![CDATA[C. J. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Dekker]]></surname>
<given-names><![CDATA[F. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Future physician-scientists: Could we catch them young? Factors in&#64258;uencing intrinsic and extrinsic motivation for research among &#64257;rst-year medical students]]></article-title>
<source><![CDATA[Perspectives on Medical Education]]></source>
<year>2018</year>
<volume>7</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>248-55</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sarikoc]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Oksuz]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic motivations and academic self-efficacy of nursing students]]></article-title>
<source><![CDATA[Journal of Clinical and Analytical Medicine]]></source>
<year>2017</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>47-51</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schulze]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Heerden]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning environments matter: Identifying influences on the motivation to learn science]]></article-title>
<source><![CDATA[South African Journal of Education]]></source>
<year>2015</year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[DiBenedetto]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation and social cognitive theory]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2020</year>
<volume>60</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwarzer]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy. Thought control of action]]></source>
<year>1992</year>
<publisher-name><![CDATA[Taylor &amp; Francis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[J.-K.]]></given-names>
</name>
<name>
<surname><![CDATA[Ha]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influence of career motivation on science learning in korean high-school students]]></article-title>
<source><![CDATA[EURASIA Journal of Mathematics Science and Technology Education]]></source>
<year>2017</year>
<volume>13</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1517-38</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taheri-Kharameh]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Sharififard]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Asayesh]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Sepahvandi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoseini]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationship between academic self-efficacy and motivation among medical science students]]></article-title>
<source><![CDATA[Journal of Clinical and Diagnostic Research]]></source>
<year>2018</year>
<volume>12</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torrano]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Soria]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diferencias de género y aprendizaje autorregulado: El efecto del rendimiento académico previo]]></article-title>
<source><![CDATA[Revista Complutense de Educación]]></source>
<year>2017</year>
<volume>28</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1027-42</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Blankenstein]]></surname>
<given-names><![CDATA[F. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Saab]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[van der Rijst]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Danel]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakker-van den Berg]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[van den Broek]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?]]></article-title>
<source><![CDATA[Educational Studies]]></source>
<year>2019</year>
<volume>45</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>209-25</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wu]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Zheng]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Guo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Medical students&#8217; motivation and academic performance: The mediating roles of self-efficacy and learning engagement]]></article-title>
<source><![CDATA[Medical Education Online]]></source>
<year>2020</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zamora-Araya]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las actitudes hacia la matemática, el desarrollo social, el nivel educativo de la madre y la autoeficacia como factores asociados al rendimiento académico en la matemática]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2020</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>74-87</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
