<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[educ.educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942018000200239</article-id>
<article-id pub-id-type="doi">10.5294/edu.2018.21.2.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trayectorias de permanencia y abandono de estudios universitarios: una aproximación desde el currículum y otras variables predictoras]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiences with Permanence and Abandonment of University Studies: An Approach Based on the Curriculum and other Predictor Variables]]></article-title>
<article-title xml:lang="pt"><![CDATA[Trajetórias de permanência e abandono de estudos universitários: uma abordagem a partir do curriculo e outras variáveis preditoras]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca-Grandón]]></surname>
<given-names><![CDATA[Gonzalo Raúl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>239</fpage>
<lpage>256</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942018000200239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942018000200239&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942018000200239&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una investigación cuyo propósito fue determinar los elementos del currículum universitario que favorecen u obstaculizan las trayectorias de permanencia y abandono estudiantil universitario durante el primer año y, además, identificar las principales diferencias y similitudes entre ambos grupos. El estudio se desarrolló en dos fases cuantitativas y consideró estudiantes de carreras de Educación e Ingeniería que cursaron por lo menos un semestre académico y luego decidieron permanecer o abandonar una universidad chilena. La primera fase incluyó 1454 estudiantes por medio de un "censo poblacional" y la segunda consideró una muestra de 174 jóvenes que formaron parte de la primera. Los hallazgos identifican ciertos elementos del currículum universitario como factores asociados a la decisión de permanecer, aun cuando algunos de ellos pudieran vincularse al abandono estudiantil. Lo anterior releva la importancia de las decisiones universitarias en el ámbito del currículum, más aún durante el primer año de estudios. Finalmente, un modelo de regresión logística determinó que el desempeño académico de los estudiantes y la valoración de la universidad predicen mayoritariamente la trayectoria de permanencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The results of a study to determine the elements of a university curriculum that favor or hinder the experiences of university students in terms of whether they persist in school during the first year or abandon their studies are presented in this article. The study, which also identifies the primary differences and similarities between both groups, was conducted in two quantitative phases and focused on education and engineering majors at a Chilean university who had completed at least one academic semester and then decided to remain in school or to leave. The first phase included 1454 students via a "population census"; the second considered a sample of 174young people who were part of the first group. The findings identify certain elements of a university curriculum as being factors associated with the decision to remain in school, even though some of them could be linked to a student deciding to drop out of school. The foregoing highlights the importance of university decisions in the area of curriculum, especially with respect to the first year of studies. Finally, a logistic regression model determined that permanence is predicted largely by students' academic performance and their assessment or valuation of the university.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de uma pesquisa cujo objetivo foi determinar os elementos do currículo universitário que favorecem ou dificultam as trajetórias de permanência e abandono estudantil universitário durante o primeiro ano e também identificar as principais diferenças e semelhanças entre ambos os grupos. O estudo foi desenvolvido em duas fases quantitativas e considerou os estudantes dos cursos de Educação e Engenharia que estudaram pelo menos um semestre letivo e depois decidiram permanecer ou abandonar uma Universidade Chilena. A primeira fase incluiu 1454 estudantes por meio de um "censo populacional" e a segunda considerou uma amostra de 174 jovens que fizeram parte da primeira. Os resultados identificaram certos elementos do currículo universitário como fatores associados à decisão de permanecer, mesmo quando alguns deles pudessem se vincular ao abandono estudantil. Isso revela a importância das decisões universitárias no âmbito curricular, especialmente durante o primeiro ano de estudo. Finalmente, um modelo de regressão logística determinou que o desempenho acadêmico dos estudantes e a avaliação da universidade prediz principalmente a trajetória de permanência.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alumno desertor]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[programa de estudios universitarios]]></kwd>
<kwd lng="es"><![CDATA[retención]]></kwd>
<kwd lng="en"><![CDATA[Student dropout]]></kwd>
<kwd lng="en"><![CDATA[university student]]></kwd>
<kwd lng="en"><![CDATA[university study program]]></kwd>
<kwd lng="en"><![CDATA[retention]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Estudos Universitários]]></kwd>
<kwd lng="pt"><![CDATA[Retenção]]></kwd>
<kwd lng="pt"><![CDATA[Aluno Desertor]]></kwd>
<kwd lng="pt"><![CDATA[Estudante Universitário]]></kwd>
</kwd-group>
</article-meta>
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