<?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>2215-3535</journal-id>
<journal-title><![CDATA[Actualidades en Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Psi]]></abbrev-journal-title>
<issn>2215-3535</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigaciones Psicológicas, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-35352019000100001</article-id>
<article-id pub-id-type="doi">10.15517/ap.v33i126.32351</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de las variables sociodemográficas sobre la ansiedad y el rendimiento académico adolescente: el contexto pluricultural de Ceuta]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of sociodemographic variables on anxiety and academic achievement in adolescence: the pluricultural context of Ceuta]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pulido Acosta]]></surname>
<given-names><![CDATA[Federico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Clavero]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>33</volume>
<numero>126</numero>
<fpage>1</fpage>
<lpage>16</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-35352019000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-35352019000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-35352019000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo fundamental analizar la ansiedad y el rendimiento académico, sus tipos y niveles en función de edad, género, cultura y estrato socioeconómico, así como contemplar las relaciones entre ambas. Se contó con 811 participantes. El 71.6% de la muestra eran musulmanes, mientras que el 28.4% eran cristianos; el 46.1% hombres y el 53.9% mujeres. Como instrumentos de evaluación se empleó el STAIC (Spielberger, 2001) y las calificaciones del alumnado. Se reflejan niveles medio-bajos en ansiedad y medios en rendimiento académico. En la ansiedad influyen edad, género, cultura/religión y estatus socio-económico-cultural. Sobre el rendimiento actúan la edad, la cultura y el estatus. No se halló relación estadísticamente significativa entre ansiedad y rendimiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this paper is to analyze the types and levels of Anxiety and Academic Achievement according to age, gender, culture and socioeconomic and cultural, as well as the relationships between both variables. We focused on 811 participants 71.6% of whom were Muslims and 28.4% Christian; 46.1% male and 53.9% female. The techniques used in this survey were the STAIC (Spielberger, 2001) as well as the students&#8217; grades. The results reflect medium-low levels in Anxiety and medium levels in Achievement. Anxiety is influenced by age, gender, culture and status. Academic Achievement is influenced by age, culture and socioeconomic and cultural. There is no statistically significant relationship between Anxiety and Achievement, except in Mathematics, increasing as the Anxiety scores are lower.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ansiedad]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[diversidad]]></kwd>
<kwd lng="es"><![CDATA[contexto pluricultural]]></kwd>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[diversity]]></kwd>
<kwd lng="en"><![CDATA[multicultural context]]></kwd>
</kwd-group>
</article-meta>
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