<?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>2014-9832</journal-id>
<journal-title><![CDATA[FEM: Revista de la Fundación Educación Médica]]></journal-title>
<abbrev-journal-title><![CDATA[FEM (Ed. impresa)]]></abbrev-journal-title>
<issn>2014-9832</issn>
<publisher>
<publisher-name><![CDATA[Fundación Educación Médica y Viguera Editores, S.L.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2014-98322020000700005</article-id>
<article-id pub-id-type="doi">10.33588/fem.236.1092</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metas académicas en relación con el sexo de los estudiantes de primer año de kinesiología de la Universidad Finis Terrae]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic goals in relation to gender of first-year Kinesiology students at Finis Terrae University]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Finis Terrae Facultad de Medicina Oficina de Educación Médica]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>6</numero>
<fpage>317</fpage>
<lpage>323</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S2014-98322020000700005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S2014-98322020000700005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S2014-98322020000700005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Introducción. Las metas académicas se definen como un conjunto de afectos, sentimientos, creencias y juicios que conduce las intenciones del estudiante ante actividades académicas relacionadas con los tipos de motivación intrínseca y extrínseca (teoría de la autodeterminación). Existe bibliografía que muestra diferencias entre las metas y motivaciones en relación con el sexo de los estudiantes.  Sujetos y métodos. Estudio descriptivo correlacional que consideró a 74 estudiantes de primer año de la carrera de kinesiología en 2019. Para determinar las metas académicas se utilizó la escala de metas de estudio.  Resultados. Las metas de aprendizaje presentan una alta valoración en ambos sexos, pero hay diferencias significativas en el desafío de estudiar para resolver problemas difíciles, donde los hombres valoran más que las mujeres superar obstáculos. En las metas de refuerzo social, las mujeres prefieren ser elogiadas por sus padres o docentes y los hombres evitar burlas, ambos ítems sin significación estadística. En las metas de logro, las mujeres se orientan a no suspender los exámenes finales, con valor significativo, y los hombres, a una buena posición social.  Conclusiones. Se evidencia que los estudiantes presentan similares metas en los tres factores estudiados. Sin embargo, respecto a indicadores, las mujeres se presentan más competitivas en cuanto a obtener mejores calificaciones con el fin de obtener la aprobación de sus padres y docentes, mientras que los hombres orientan sus metas al aprendizaje para demostrar ser mejores que sus pares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Introduction. Academic goals are defined as a set of affections, feelings, beliefs and judgements that drive the student's intentions to academic activities, related to two types of motivation; intrinsic and extrinsic (theory of self-determination). There is literature that shows the difference between the goals and motivations in relation to the sex of the students.  Subjects and methods. Correlational descriptive study that I consider 74 first year students of the Kinesiology cohort 2019. The Questionnaire to Measure Achievement Goal Tendencies was used to determine academic goals.  Results. Concerning the learning goals dimension, they were highly valued in both sexes; however, men showed significantly more appreciation for overcoming obstacles than women. In Social Reinforcement Goals, women showed more value being praised by their parents or teachers, while men tend to avoid being teased by their colleagues. Concerning to the achievement-oriented goals, women are oriented not to suspend final exams, while men are oriented to obtain a good social position.  Conclusions. It is evident that the students present similar goals in the three factors studied. However, at the level of the indicators, women are more competitive in obtaining better grades in order to obtain the approval of their parents and teachers. Meanwhile, men focus their goals on learning in order to demonstrate that they are better than their peers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escala de metas de estudio]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Metas académicas]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="en"><![CDATA[Academic goals]]></kwd>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Questionnaire to measure achievement goal tendencies]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
</kwd-group>
</article-meta>
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