<?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>S1409-42582022000300256</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.15</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Engagement, motivación académica y ajuste de estudiantado universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Engagement, academic motivation, and adjustment of university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Engajamento, motivação acadêmica e adaptação de estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cobo-Rendón]]></surname>
<given-names><![CDATA[Rubia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Angulo]]></surname>
<given-names><![CDATA[Yaranay]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez-Delgado]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mella-Norambuena]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Desarrollo Facultad de Psicología Centro de Investigación y Mejoramiento de la Educación]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Facultad de Ciencias Sociales Departamento de Psicología]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción Facultad de Educación Centro de Investigación en Educación y Desarrollo]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Técnica Federico Santa María Departamento de Ciencias ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>256</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300256&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  El ingreso de la juventud a la universidad es un periodo desafiante e importante para su vida, tanto en términos académicos como personales. Se requiere disponer de un conjunto de habilidades que le permitan ajustarse satisfactoriamente a las demandas del nuevo contexto educativo. El ajuste a la vida universitaria se vuelve una variable clave, dado que permite hacer frente a los requisitos de motivación, ejecución y rendimiento propios de la experiencia universitaria en los ámbitos, académicos, sociales, institucionales y personales del estudiantado. Por tanto, es necesario conocer aquellas variables que predicen un adecuado ajuste del estudiantado para proponer intervenciones oportunas de mejora.  Objetivo.  Evaluar la capacidad predictiva del engagement y la motivación académica en el ajuste de estudiantado universitario.  Metodología.  Diseño predictivo-transversal, participaron 512 estudiantes de primer año de una universidad tradicional en Chile (hombres= 297; mujeres= 215). Promedio de edad 19 años (DE=1.49).  Resultados.  Los modelos de regresión propuestos fueron estadísticamente significativos. El engagement fue el mayor predictor del ajuste académico (&#946; =.511; p&lt;.01; r2=.40), institucional (&#946;=.30; p&lt;.01; r2=.37), social (&#946; =.29; p&lt;.01; r2=.15) y personal-emocional (&#946; = .30; p&lt;.01; r2=.10), seguido de la motivación autónoma.  Conclusiones.  El engagement académico es relevante no solo en la promoción del rendimiento académico, sino también en los procesos de integración y adaptación del estudiantado en el contexto universitario.  Recomendaciones.  Para contribuir con el ajuste del estudiantado durante los primeros años, se hace relevante la implementación de estrategias que potencien el engagement académico y la motivación autónoma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  The entrance of young people to the university is a challenging and important period in their life, both academically and personally. It is required to have a set of skills that allow them to adjust satisfactorily to the demands of the new context. This adjustment process to university life becomes a key variable since it allows facing the motivation, execution, and performance requirements of the university experience in the first years. It is necessary to know those variables that predict an adequate academic adjustment of the students to propose timely improvement interventions.  Objective.  The objective is to evaluate the predictive capacity of engagement and academic motivation in the adjustment process of university students.  Method.  Cross-sectional predictive design, and a sample of 512 first-year students from a Chilean university (Male = 297; Female = 215). Average age of 19 years (SD = 1.49).  Results. The results reveal that the regression models were statistically significant. Engagement was the highest predictor of academic adjustment (&#946; = .511; p &lt;.01; r2 = .40), institutional (B = .30; p &lt;.01; r2 = .37), social (&#946; = .29; p &lt;.01; r2 = .15) and personal-emotional (&#946; = .30; p &lt;.01; r2 = .10), followed by autonomous motivation.  Conclusions. Academic engagement is relevant not only in promoting performance but also in the integration processes of university students. In conclusion, academic engagement and autonomous motivation are predictors of adjustment to university life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A entrada de jovens na universidade é um período desafiador e importante para sua vida, tanto acadêmica quanto pessoalmente. É necessário ter um conjunto de habilidades que permitam ajustar-se satisfatoriamente às demandas do novo contexto. O ajuste à vida universitária torna-se uma variável-chave, pois permite enfrentar os requisitos de motivação, execução e desempenho da experiência universitária nos primeiros anos. É necessário conhecer as variáveis que preveem um ajuste acadêmico adequado dos alunos para propor intervenções oportunas de melhoria.  Objetivo.  O objetivo é avaliar a capacidade preditiva de engajamento e motivação acadêmica no ajuste de estudantes universitários.  Método.  Delineamento preditivo transversal, participaram 512 estudantes do primeiro ano de uma universidade chilena (masculino = 297; feminino = 215). Idade média de 19 anos (DP = 1,49).  Resultados.  Os resultados revelam que os modelos de regressão foram estatisticamente significantes. O engajamento foi o maior preditor de ajuste acadêmico (&#946; = 0,511; p &lt;0,01; r2 = 0,40), institucional (B = 0,30; p &lt;0,01; r2 = 0,37), social (&#946; = 0,29; p &lt;0,01; r2 = 0,15) e emocional-pessoal (&#946; = 0,30; p &lt;0,01; r2 = 0,10), seguidos de motivação autônoma.  Conclusões. O engajamento acadêmico é relevante não apenas na promoção do desempenho, mas também nos processos de integração de estudantes universitários. Concluindo, o engajamento acadêmico e a motivação autônoma são preditores de adaptação à vida universitária.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Adaptación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[engagement académico]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[Student adaptation]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="pt"><![CDATA[Adaptação do aluno]]></kwd>
<kwd lng="pt"><![CDATA[engajamento académico]]></kwd>
<kwd lng="pt"><![CDATA[ensino universitário]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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