<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702021000100019</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Abandono temprano en estudiantes universitarios: un estudio de cohorte sobre sus posibles causas]]></article-title>
<article-title xml:lang="en"><![CDATA[College student dropout: cohort study about possible causes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Saída precoce de estudantes universitários: um estudo de coorte sobre suas possíveis causas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Pineda]]></surname>
<given-names><![CDATA[Magaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zamora-Araya]]></surname>
<given-names><![CDATA[José Andrey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Departamento de Registro ]]></institution>
<addr-line><![CDATA[ Heredia]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[ Heredia]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>19</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de esta investigación es conocer las razones por las cuales un estudiante de primer ingreso se puede convertir en un desertor temprano; se estudia el caso particular de la Universidad Nacional. Se usó un enfoque cuantitativo de tipo exploratorio, no experimental y correlacional. Los participantes fueron 158 estudiantes de la cohorte 2014, que no reportaron matrícula en el primer ciclo del 2015, a los que se les aplicó un cuestionario con 25 preguntas. Por medio de un análisis factorial exploratorio, se logró determinar que las variables asociadas con el abandono escolar respondían a factores de tipo (1) académico y de ambiente estudiantil, representado por las notas; (2) motivacional, en el que destacan variables como el estado de ánimo, duración de la carrera, falta de orientación, entre otras; (3) económico-familiar, asociado con la falta de beca, problemas familiares o cambio del estado conyugal; y (4) vocacional, relacionado con variables como falta de interés y percepción de poca utilidad de la carrera seleccionada como primera opción. Además, la deserción fue mayor en estudiantes del estrato 3, es decir, aquellos provenientes de colegios con menores oportunidades educativas y de los sectores sociales más vulnerables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this research was to find the reasons why first-year students drop out, particularly from Universidad Nacional in Costa Rica. An exploratory, non-experimental and correlational quantitative approach was used. Participants, including 158 students from the 2014 cohort who did not enrollment during the first cycle of 2015, were given a 25 item-questionnaire. Using an exploratory factor analysis, university dropout variables were associated to the following factors (1) academic and student environment, such as grades; (2) motivational, mainly related to mood, length of the program, and lack of orientation, among others; (3) family economic, associated with lack of scholarships, family problems, or change in marital status; and (4) vocational, such as lack of interest and perceiving the program selected as first choice as being of little use. In addition, dropout was higher in stratum 3 students, that is, those from schools with lower educational opportunities and more vulnerable social groups.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O principal objetivo desta pesquisa é conhecer as razões pelas quais um estudante do primeiro ano pode se converter em um desertor precoce; estuda-se, particularmente, o caso da Universidade Nacional. Foi utilizado um enfoque quantitativo exploratório, não experimental e correlacional. Participaram 158 estudantes da coorte de 2014, que não relataram matrícula no primeiro ciclo de 2015, e aos quais foi aplicado um questionário com 25 perguntas. Por meio de uma análise fatorial exploratória, foi possível determinar que as variáveis associadas ao abandono escolar respondiam a fatores do tipo (1) acadêmico e de ambiente estudantil, representados pelas notas; (2) motivacional, que inclui variáveis como estado de ânimo, duração do curso, falta de orientação, entre outras; (3) econômico-familiar, associado à falta de bolsa de estudos, problemas familiares ou alteração do estado civil; e (4) vocacional, concernente a variáveis como desinteresse e percepção de pouca utilidade do curso selecionado como primeira opção. Além disso, a evasão foi maior nos estudantes da camada 3, ou seja, provenientes de colégios com menores oportunidades educacionais e de segmentos sociais mais vulneráveis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[abandono escolar]]></kwd>
<kwd lng="es"><![CDATA[análisis factorial]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[dropout]]></kwd>
<kwd lng="en"><![CDATA[factorial analysis]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[abandono escolar]]></kwd>
<kwd lng="pt"><![CDATA[análise fatorial]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
</kwd-group>
</article-meta>
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