<?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>0123-417X</journal-id>
<journal-title><![CDATA[Psicología desde el Caribe]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. caribe]]></abbrev-journal-title>
<issn>0123-417X</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-417X2009000200003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los procesos de aprendizaje y su incidencia en la deserción estudiantil en el Programa de Química Farmacéutica de la Universidad de Cartagena]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning processes and their incidence in the estudent drop out rate of the pharmaceutical chemistry program in a university of Cartagena]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta]]></surname>
<given-names><![CDATA[María del Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de Cartagena Magíster en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<numero>24</numero>
<fpage>26</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-417X2009000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-417X2009000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-417X2009000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Se presentan los resultados de un estudio sobre los procesos de aprendizaje y su incidencia en la deserción estudiantil en los estudiantes de Química y Farmacia de la Universidad de Cartagena en el período del 2003 al 2007. Con el objetivo de describir las características asociadas al aprendizaje que conlleva a la deserción estudiantil, se seleccionó una muestra equivalente a la totalidad de la población de estudiantes provenientes de los colegios oficiales de Cartagena en el primer semestre de 2007 (50), y se les aplicó el test smlq (pintrich), que contiene preguntas de carácter motivacional y relativas a las estrategias de aprendizaje. Se pudo concluir que el 2003 fue el año en que se presentó el índice de deserción más elevado (46%); el promedio general de deserción en el período comprendido entre 2003 y 2007 es de 19%, y se reporta el cambio de carrera o institución como la causa más frecuente de deserción (59%). Así mismo, se pudo observar que dentro de las escalas motivacionales, la categoría referida a expectativas fue la que obtuvo una mayor cantidad de resultados en el nivel alto, con un promedio de 60%. Y entre las estrategias de aprendizaje, las de tipo cognitivo puntuaron 34%.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The results of a study appear on the processes of learning and their incidence in the student desertion in the students of Chemistry and Pharmacy in the period from the 2003 to the 2007 With the objective to describe the characteristics associated to the learning that entails to the student desertion, a sample equivalent to the totality of the population of originating students of the official schools of Cartagena in the first semester of 2007 was selected (50), to which the test smlq was applied (pintrich), that contains questions of motivacional character and relative to the strategies of learning used by the students study object It was possible to be concluded that the 2003 were the year in which the elevated index of desertion appeared more (46%), being the general average of desertion in the period between 2003 and 2007 of 19%, reporting the change of race or institution as the most frequent cause of desertion (59%). Also, it was possible to be observed that within the motivacionales scales, the category referred to expectations was the one that obtained a greater amount of results in the high level, with an average of 60%. And between the Strategies of Learning, those of cognitivo type they scored 34%.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Deserción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[técnicas de estudio]]></kwd>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="en"><![CDATA[Student desertion]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[techniques of study]]></kwd>
<kwd lng="en"><![CDATA[quality of Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Attinasi]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Lak T'añ. A grammar of the Chol (Mayan) word. A grammar of Mayan Hieroglyphs. Middle American Research]]></source>
<year>1986</year>
<publisher-loc><![CDATA[New Orleans ]]></publisher-loc>
<publisher-name><![CDATA[Tulane University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hofer]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.R]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1997</year>
<volume>67</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>88-140</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brunner]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[La Educación Puerta de la Cultura]]></source>
<year>2000</year>
<page-range>102</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Visor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hofer]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Dimensionality and disciplinary differences in personal epistemology]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2000</year>
<volume>25</volume>
<page-range>378-405</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<source><![CDATA[Indicadores sociales de Cartagena]]></source>
<year>1 se</year>
<month>me</month>
<day>st</day>
<numero>11</numero>
<issue>11</issue>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Purdie]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Hattie]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Douglas]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1996</year>
<volume>88</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>87-100</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<source><![CDATA[Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme]]></source>
<year>1968</year>
<publisher-loc><![CDATA[Cambrigde^eMA MA]]></publisher-loc>
<publisher-name><![CDATA[Harvard University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Análisis de las creencias epistemológicas, concepciones y enfoques de aprendizaje de Los futuros profesores]]></source>
<year>2005</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
