<?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>0120-0534</journal-id>
<journal-title><![CDATA[Revista Latinoamericana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[rev.latinoam.psicol.]]></abbrev-journal-title>
<issn>0120-0534</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universitaria Konrad Lorenz]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-05342019000300181</article-id>
<article-id pub-id-type="doi">10.14349/rlp.2019.v51.n3.5</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic Engagement in Preservice Teachers: Motivational Variables for a Chilean sample]]></article-title>
<article-title xml:lang="es"><![CDATA[Compromiso académico en futuros profesores: variables motivacionales en una muestra chilena]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frenay]]></surname>
<given-names><![CDATA[Mariane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Devos]]></surname>
<given-names><![CDATA[Christelle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marfull-Jensen]]></surname>
<given-names><![CDATA[Marisol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Precht]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva-Peña]]></surname>
<given-names><![CDATA[Ilich]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliva]]></surname>
<given-names><![CDATA[María Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Departamento de Psicología ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Université Catholique de Louvain Faculté de Psychologie ]]></institution>
<addr-line><![CDATA[Louvain la Neuve ]]></addr-line>
<country>Belgium</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Tecnológica de Chile Escuela de Humanidades ]]></institution>
<addr-line><![CDATA[Coyhaique ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de los Lagos Departamento de Educación ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad de Playa Ancha Centro de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>51</volume>
<numero>3</numero>
<fpage>181</fpage>
<lpage>190</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-05342019000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-05342019000300181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-05342019000300181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This quantitative study examines how pre-service teachers' personal motivations are related to engagement. Subjects were pre-service teachers (n=764) enrolled in nine Chilean universities. Multiple linear regression analysis and path analysis were conducted. Controlling for demographic and academic variables, we show a motivational variables model that significantly predicts engagement. Results indicate strong, positive relationships between engagement and expectancy/value components of motivation for professional training, task value of motivation for academic reading, and intellectual curiosity. Although weaker predictors of engagement, motivation to become a teacher and motivation to teach were still statistically significant and mediated other variables. Overall, the model shows good fit. The results of the present study call for, at least within the Chilean context, the careful consideration that "motivation to become a teacher" or "motivation to teach" may not be enough to explain the teacher training engagement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio cuantitativo examina la relación entre diversas variables motivacionales y el compromiso académico en futuros docentes. Los participantes correspondieron a futuros profesores (n=764) de nueve universidades chilenas. Se realizaron análisis de regresión lineal múltiple y análisis de ruta. Se controlaron las variables demográficas y académicas y se propuso un modelo causal con variables motivacionales que predicen significativamente el compromiso académico. Los resultados muestran una relación fuerte y positiva entre el compromiso y los componentes de expectativa / valor de la motivación para la formación profesional, el valor de la tarea para la lectura académica y la curiosidad intelectual. Aunque las variables motivación para llegar a ser profesor y la motivación por enseñar resultaron predictores débiles del compromiso, fueron estadísticamente significativas y mediaron otras variables motivacionales. En general, el modelo muestra un buen ajuste. En conclusión, los resultados del presente estudio alertan de que, al menos dentro del contexto chileno, la consideración de las variables "motivación para convertirse en maestro" o "motivación por enseñar" pueden no ser suficientes para explicar el compromiso académico durante la formación inicial de los docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[preservice teacher]]></kwd>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="es"><![CDATA[Motivación]]></kwd>
<kwd lng="es"><![CDATA[futuros profesores]]></kwd>
<kwd lng="es"><![CDATA[compromiso académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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