<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442023000100039</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v47i1.49956</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos educativos y orientaciones motivacionales en población universitaria del área de la salud durante la pandemia por la COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational challenges and motivational orientations in college students from the health sciences department during the COVID-19 Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olguín López]]></surname>
<given-names><![CDATA[Alma Yasmin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arriaga Martínez]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaeta González]]></surname>
<given-names><![CDATA[Martha Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Popular Autónoma del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>47</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442023000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442023000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442023000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las clases en línea se han convertido en uno de los principales métodos de enseñanza en la educación superior durante la pandemia, lo cual ha llevado al estudiantado a realizar esfuerzos de adaptación para mantener su motivación ante distintos desafíos educativos no resueltos en su totalidad. El objetivo del estudio fue describir los desafíos educativos y las orientaciones motivacionales del estudiantado universitario de enfermería durante la pandemia por la COVID-19. A través de un diseño de tipo descriptivo, se aplicó un cuestionario estandarizado a 300 personas universitarias mexicanas. Los principales hallazgos indicaron que el alumnado se enfrenta principalmente a desafíos tecnológicos, seguido de los socioafectivos. Sin embargo, la orientación motivacional hacia el aprendizaje predomina entre el alumnado, donde el contexto educativo es un determinante del proceso de enseñanza-aprendizaje. Se concluye que la motivación (orientación al aprendizaje) favorece al aprendizaje y actúa como un intermediario importante durante el aprendizaje en línea. El traslado de la educación presencial a la educación a distancia ha dificultado la integración y adaptación del estudiantado, mientras los desafíos educativos se agudizaron en un contexto de pandemia, donde las categorías tecnológicas y socioafectivas son los factores a los que se enfrentan las y los estudiantes. Se recomienda realizar un estudio de tipo correlacional que permita proporcionar una mejor comprensión de la posible relación entre las dos variables estudiadas. Además de que en un futuro se podría emplear métodos distintos de tipo cualitativo para explorar más a fondo el significado de las diferentes orientaciones motivacionales en entornos educativos en línea bajo distintas condiciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Online classes have become one of the main teaching methods in higher education during the pandemic, which has forced students to adapt themselves to keep their motivation in the face of different educational challenges that have not been fully resolved. The objective of the study was to describe the educational challenges and motivational orientations of college nursing students during the COVID-19 pandemic. Through a descriptive type design, the researchers applied a standardized questionnaire to 300 Mexican university students. As the main discoveries, it was found that students mostly face technological challenges, followed by socio-affective ones. However, the motivational orientation towards learning predominates among students, where the educational context is a determinant of the teaching-learning process. Hence, the authors concluded that motivation (learning orientation) favors learning and acts as an essential intermediary during online learning. Moreover, the transfer from face-to-face education to online teaching has complicated the processes of integration and adaptation for students. The former occurs while educational challenges have become more acute in a pandemic context, and where technological and socio-affective categories represent the elements students must face. Therefore, the researchers recommend a correlational study to provide a better understanding of the possible relationship between the two studied variables. In addition, in the future, different qualitative methods could be used to further explore the meaning of different motivational orientations in online educational environments under different conditions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desafíos educativos]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[Educational challenges]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
<kwd lng="en"><![CDATA[Online learning]]></kwd>
</kwd-group>
</article-meta>
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