<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000500236</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores de riesgo académico en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic risk factors in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán-Torres]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barba-Ayala]]></surname>
<given-names><![CDATA[Jessy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Narváez]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Proaño]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica del Norte  ]]></institution>
<addr-line><![CDATA[ Ibarra]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>5</numero>
<fpage>236</fpage>
<lpage>247</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000500236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000500236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000500236&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La transición a la educación superior es un proceso complejo, en los primeros niveles de educación superior existen altas tasas de deserción, los estudiantes que ingresan a la universidad no siempre están orientados correctamente a las metas, este es uno de los múltiples factores que están implícitos en que un estudiante sea considerado en riesgo. El objetivo de la investigación es determinar en qué medida la orientación a las metas es un predictor de riesgo académico en estudiantes universitarios, para ello se aplicó el enfoque cuantitativo, su alcance es predictivo a través del modelo de vías, el estudio tiene una muestra de 451 estudiantes que cumplen con el criterio de ser de los dos primeros niveles de estudios universitarios. Como conclusión se determinó que las metas son factores que predicen el riesgo académico, aquellos estudiantes que estén motivados y se planteen metas a mediano y largo plazo es muy probable que terminen su carrera universitaria, superen obstáculos para conseguirla y mejoran su capacidad auto regulatoria para no caer en riesgo académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The transition to higher education is a complex process, in the first levels of higher education there are high dropout rates, students entering college are not always properly oriented to the goals, this is one of the multiple factors that are implicit in a student being considered at risk. The objective of the research is to determine to what extent goal orientation is a predictor of academic risk in university students, for this purpose the quantitative approach was applied, its scope is predictive through the pathway model, the study has a sample of 451 students who met the criterion of being of the first two levels of university studies. As a conclusion it was determined that goals are factors that predict academic risk, those students who are motivated and set medium and long term goals are very likely to finish their university career, overcome obstacles to achieve it and improve their self-regulatory capacity to avoid falling into academic risk.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[-Riesgo académico]]></kwd>
<kwd lng="es"><![CDATA[Factores de riesgo Académico]]></kwd>
<kwd lng="es"><![CDATA[Orientación a las metas]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Academic risk]]></kwd>
<kwd lng="en"><![CDATA[Academic risk factors]]></kwd>
<kwd lng="en"><![CDATA[Goal orientation]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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