<?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>1794-8932</journal-id>
<journal-title><![CDATA[Sophia]]></journal-title>
<abbrev-journal-title><![CDATA[sophia]]></abbrev-journal-title>
<issn>1794-8932</issn>
<publisher>
<publisher-name><![CDATA[Universidad La Gran Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-89322017000200053</article-id>
<article-id pub-id-type="doi">10.18634/sophiaj.13v.2i.261</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Procesos de formación en investigación en la Universidad: ¿qué le queda a los estudiantes?]]></article-title>
<article-title xml:lang="en"><![CDATA[Processes of research training in the university: what is left for the students?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Processos de formação em investigação na Universidade: O que resta para os estudantes?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Betancur]]></surname>
<given-names><![CDATA[Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez Villamizar]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Industrial de Santander  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Industrial de Santander Profesora Asociada ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>53</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-89322017000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-89322017000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-89322017000200053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación investigativa es un componente central en la educación del joven universitario en la sociedad actual y la actitud hacia esa formación puede ser un indicador sobre la calidad de los procesos de formación y de la posibilidad de ingreso temprano del estudiante en los sistemas universitarios de investigación y la formación de científicos. En el presente estudio, de tipo transversal-correlacional, se evalúa la actitud del joven a partir de tres elementos: autopercepción, incidencia de los profesores e incidencia de las universidades sobre la formación en investigación en el nivel de grado. Se aplicó un instrumento estructurado a estudiantes de ocho universidades del área metropolitana de Bucaramanga, Colombia, por muestreo aleatorio simple. Se destaca el alto valor que los estudiantes le otorgan al aprendizaje de la investigación en la Universidad, pero la baja proyección y actitud de la mayoría hacia los temas científicos. Adicionalmente se encontró que los profesores tienen un alto nivel de impacto en la actitud del estudiante hacia la investigación mientras que los factores sociales e institucionales no representan una lata incidencia. Finalmente el estudio demuestra una tendencia decreciente de la actitud hacia la investigación a mayor nivel en la Universidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research training is a central component in the education of young university students in today&#8217;s society, and the attitude toward this training can be an indicator on the quality of the training processes and the possibility of early entry of students into university research systems and training of scientists. In the present cross-correlational study, the attitude of the young persons is evaluated based on three elements: self-perception, incidence of teachers and incidence of universities on research training at undergraduate level. A structured instrument was applied to students from eight universities in the metropolitan area of Bucaramanga, Colombia, by simple random sampling. It is highlighted the high value that students assign to learning about research in the university, but the low projection and attitude of the majority towards the scientific subjects. In addition, it was found that teachers have a high level of impact on the student&#8217;s attitude toward research, while social and institutional factors do not have a serious incidence. Finally, the study shows a downward trend in the attitude toward higher level research at the university.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação investigativa é um componente central na educação dos jovens universitários na sociedade atual. A atitude em relação a essa formação pode ser um indicador da qualidade dos processos de formação e da possibilidade de adesão precoce aos sistemas universitários de investigação e formação de cientistas. Neste estudo, de tipo transversal-de correlação, é avaliada a atitude do estudante a partir de três elementos: auto percepção, incidência dos professores e incidência das universidades sobre a formação em investigação no nível de graduação. Foi aplicado um instrumento estruturado para estudantes de oito universidades da área metropolitana de Bucaramanga, Colômbia, por amostragem aleatória simples. Destaca-se o elevado valor que os estudantes concedem à aprendizagem da investigação na universidade, mas a baixa projeção e atitude da maior parte em relação a questões cientificas. Adicionalmente, foi possível verificar que os professores têm um alto nível de impacto na atitude do estudante para a investigação, ao passo que os fatores sociais e institucionais não representam uma lata incidência. Finalmente, o estudo revela uma tendência decrescente na atitude para a investigação, quando aumenta o nível dos estudantes na universidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actitud]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[investigación]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[attitude]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[universities]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[investigação]]></kwd>
<kwd lng="pt"><![CDATA[atitude]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[universidades]]></kwd>
</kwd-group>
</article-meta>
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