<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162023000200299</article-id>
<article-id pub-id-type="doi">10.17227/rce.num88-13729</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diferencias de género en la elección de una carrera universitaria en estudiantes de educación media]]></article-title>
<article-title xml:lang="en"><![CDATA[Gender Differences in the Choice of a University Career in High School Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Diferenças de gênero na escolha de um curso universitário em alunos do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manzano-Sánchez]]></surname>
<given-names><![CDATA[Harold]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<numero>88</numero>
<fpage>299</fpage>
<lpage>322</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000200299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000200299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000200299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analizó la asociación entre el nivel educativo de los progenitores, e desempeño en las pruebas Saber 11 y la autoeficacia universitaria para explicar las aspiraciones universitarias de estudiantes de grado once de educación media. E análisis se fundamentó en la Teoría Social Cognitiva del Desarrollo de Carrera/Profesión (sed). 183 estudiantes de cuatro instituciones educativas públicas de Car hicieron parte del estudio. Este estudio descriptivo e inferencial utilizó el análisis de rutas -path analysis- para evaluar tres modelos -general, mujeres y hombres- donde se revisó: (1) el nivel educativo de los progenitores influencia el desempeño en las pruebas Saber 11; (2) las pruebas Saber 11 influencian la autoeficacia universitaria y (3) las aspiraciones universitarias; y (4) la autoeficacia influencia las aspiraciones universitarias. Los resultados muestran una relación estadísticamente positiva y significativa entre las pruebas Saber 11 y la autoeficacia, y entre la auto-eficacia y las aspiraciones universitarias en los modelos general y de los hombres El modelo de las mujeres solo encontró este tipo de relación entre la autoeficacia y las aspiraciones universitarias. Contrario a previos estudios, no se encontró relación entre el nivel educativo de los progenitores y las pruebas Saber 11, ni entre estas y las aspiraciones universitarias. Se recomienda a los programas de orientación vocacional/profesional enfocar sus acciones educativas en disminuir los estereotipos de carrera, fortalecer la autoeficacia en las capacidades académicas y proporcionar experiencias significativas de aprendizaje en la construcción de los trayectos profesionales y ocupacionales ajustados a las expectativas personales y as demandas de un mundo cambiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzed the association between parents' educational level, academic performance on the Saber 11 test, and university self-efficacy to explain college aspirations in 11th high school students. The analysis was based on Social Cognitive Career Theory (sed). 183 high school students from 4 public educational institutions in Cali participated in the study. This descriptive and inferential study used a path analysis to evaluate three hypothetical models -general, women, and men -where (1) the educational level of the parents influences academic performance in the Saber 11 test; in turn, (2) the Saber 11 test influences university self-efficacy and (3) college aspirations; finally, (4) college self-efficacy influences college aspirations. Findings present a statistically positive and significant relationship between the Saber 11 test and self-efficacy and between self-efficacy and college aspirations in general and men's models. The women's model only found a statistically positive and significant relationship between self-efficacy and college aspirations. Contrary to previous studies, no relationship was found between parents' educational level and the Saber 11 test, nor between these and college aspirations. College readiness programs should guide their educational actions to reduce career stereotypes, strengthen the students' beliefs in their academic abilities, and provide meaningful learning experiences for professional and occupational construction of paths adjusted to students' capabilities and the demands of a changing world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisou a associação entre o nível de escolaridade dos pais, o desempenho nos Prueba Saber 11 e a autoeficácia universitária para explicar as aspirações universitárias dos alunos do 11° ano do ensino médio. A análise baseou-se na Teoria Social Cognitiva do Desenvolvimento da Carreira / Profissão (sed). 183 alunos de quatro instituições de ensino públicas em Cali fizeram parte do estudo. Este estudo descritivo e inferencial usou análise de trilha para avaliar três modelos -geral, mulheres e homens- onde: (1) a escolaridade dos pais influencia o desempenho nos Prueba Saber 11; (2) os testes do Saber 11 influenciam a autoeficácia na faculdade e (3) as aspirações da faculdade; e (4) a autoeficácia influencia as aspirações da faculdade. Os resultados mostram uma relação estatisticamente positiva e significativa entre os Prueba Saber 11 e a autoeficácia, e entre a autoeficácia e as aspirações universitárias nos modelos geral e masculino. O modelo feminino encontrou apenas uma relação estatisticamente positiva e significativa entre autoeficácia e aspirações universitárias. Ao contrário de estudos anteriores, não foi encontrada relação entre o nível de escolaridade dos pais e os Prueba Saber 11, nem entre estes e as aspirações universitárias. Recomenda-se a realização de programas de orientação vocacional / profissional com foco na ação educativa na redução de estereótipos de carreira, no fortalecimento da autoeficácia nas habilidades acadêmicas e na oferta de experiências de aprendizagem significativas na construção de percursos profissionais e ocupacionais ajustados às expectativas e expectativas pessoais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[acceso a la educación]]></kwd>
<kwd lng="es"><![CDATA[examen de ingreso]]></kwd>
<kwd lng="es"><![CDATA[elección profesional formación profesional]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[access to education]]></kwd>
<kwd lng="en"><![CDATA[entrance examinations]]></kwd>
<kwd lng="en"><![CDATA[occupational choice]]></kwd>
<kwd lng="en"><![CDATA[vocational training]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="pt"><![CDATA[acesso à educação]]></kwd>
<kwd lng="pt"><![CDATA[exame de admissão]]></kwd>
<kwd lng="pt"><![CDATA[escolha de carreira]]></kwd>
<kwd lng="pt"><![CDATA[formação profissional]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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