<?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>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802024000300119</article-id>
<article-id pub-id-type="doi">10.21615/cesp.6993</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto Pigmalión y motivación académica en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Pygmalion Effect and academic motivation in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizarreta Donayre]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Científica del Sur  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>119</fpage>
<lpage>128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802024000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802024000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802024000300119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el ámbito educativo, las expectativas de los docentes respecto a sus estudiantes juegan un rol importante, dada la tendencia de los individuos a llevar a cabo en mayor medida lo que se espera de ellos; este fenómeno se conoce como efecto Pigmalión. Asociado o no a variables como la motivación académica, este fenómeno podría influir en el rendimiento académico de los estudiantes. Dado lo anterior, la presente investigación busca determinar la relación existente entre el efecto Pigmalión y la motivación académica en estudiantes universitarios. Para tal efecto se realizó un estudio no experimental, correlacional, de nivel descriptivo y corte transversal, en el que participaron 216 alumnos de arquitectura de una universidad privada de Lima, Perú. Se elaboró y aplicó el Test del Efecto Pigmalión (TEPau), que establece una relación directa entre un mayor puntaje con efecto Pigmalión positivo y un menor puntaje con efecto Pigmalión negativo. Además, se aplicó la Escala de Motivación Académica (EMA). Los resultados evidencian una correlación directa y significativa entre las variables, lo que sugiere que un efecto Pigmalión positivo se relaciona con estudiantes más motivados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the educational field, teachers' expectations of their students play an important role, given the tendency of individuals to carry out to a greater extent what is expected of them; This phenomenon is known as the Pygmalion effect. Associated or not with variables such as academic motivation, this phenomenon could influence the academic performance of students. Given the above, this research seeks to determine the relationship between the Pygmalion effect and academic motivation in university students. For this purpose, a non-experimental, correlational, descriptive and cross-sectional study was carried out, in which 216 architecture students from a private university in Lima, Peru participated. The Pygmalion Effect Test (TEPau) was developed and applied, which establishes a direct relationship between a higher score with a positive Pygmalion effect and a lower score with a negative Pygmalion effect. In addition, the Academic Motivation Scale (EMA) was applied. The results show a direct and significant correlation between the variables, which suggests that a positive Pygmalion effect is related to more motivated students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[efecto Pigmalión]]></kwd>
<kwd lng="es"><![CDATA[motivación académica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Pygmalion effect]]></kwd>
<kwd lng="en"><![CDATA[academic motivation]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
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