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El contexto sí importa: identificación de relaciones entre el abandono de titulación y variables contextuales
The context does matter: Relationship between abandoning university degree and contextual variables
María Esteban García
Autor para correspondencia
uo1350@uniovi.es

Autor para correspondencia.
, Ana B. Bernardo Gutiérrez, Ellián Tuero Herrero, Rebeca Cerezo Menéndez, José Carlos Núñez Pérez
Departamento de Psicología, Universidad de Oviedo, Oviedo, España
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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="sec0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Introducci&#243;n</span><p id="par0005" class="elsevierStylePara elsevierViewall">El abandono de los estudios superiores es un problema que trasciende a la persona y frena el desarrollo de la sociedad en la que esta se inserta&#46; El fen&#243;meno &#8212;aunque con particularidades&#8212; se da a nivel global&#44; seg&#250;n ha constatado la Asociaci&#243;n Internacional de Universidades&#46; Su car&#225;cter contextual y longitudinal hace necesario adoptar un enfoque de estudio e intervenci&#243;n hol&#237;stico que favorezca su abordaje integral&#46; Este es el objetivo desde el que se ha planteado el proyecto europeo <span class="elsevierStyleItalic">Gesti&#243;n Universitaria Integral del Abandono &#40;GUIA&#41;</span>&#46; En &#233;l participan 21 instituciones de educaci&#243;n superior de Latinoam&#233;rica y Europa&#44; bajo la coordinaci&#243;n de la Universidad Polit&#233;cnica de Madrid&#46; La Universidad de Oviedo se sum&#243; al proyecto en 2012 como instituci&#243;n asociada&#46;</p><p id="par0010" class="elsevierStylePara elsevierViewall">El proyecto pretende abordar el fen&#243;meno de forma integral y as&#237; su estrategia se basa en 4 l&#237;neas de acci&#243;n&#58; &#171;&#91;1&#93; conocer mejor sus causas para poderlo predecir&#44; &#91;2&#93; evaluar y difundir buenas pr&#225;cticas&#44; &#91;3&#93; integrarlas en los programas institucionales de mejora y &#91;4&#93; comprometer a los diferentes agentes involucrados&#187; <a class="elsevierStyleCrossRef" href="#bib0025">Arriaga&#44; Casaravilla y Burillo &#40;2014&#41;</a>&#46;</p><p id="par0015" class="elsevierStylePara elsevierViewall">En el marco de la primera l&#237;nea de acci&#243;n se ha desarrollado una investigaci&#243;n internacional en la que&#44; paralelamente&#44; las instituciones asociadas han diagnosticado el fen&#243;meno bajo un enfoque integral&#44; cuya muestra final asciende a 9&#44;982 participantes&#46; Los resultados obtenidos en una muestra de la Universidad de Oviedo son objeto de exposici&#243;n en el presente art&#237;culo&#46;</p><p id="par0020" class="elsevierStylePara elsevierViewall">El objetivo de la investigaci&#243;n fue identificar aquellas variables que mayor influencia ejercen en el fen&#243;meno del abandono&#46; Las variables examinadas han sido seleccionadas con base en una profunda revisi&#243;n bibliogr&#225;fica de entre aquellas que han probado asociaci&#243;n con el fen&#243;meno&#44; y hacen referencia a 5 tipos de factores&#58; individuales&#44; acad&#233;micos&#44; econ&#243;micos&#44; institucionales y culturales&#46; Sin embargo&#44; en la exposici&#243;n de resultados&#44; estas se han reorganizado teniendo en cuenta si las variables depend&#237;an exclusivamente del alumno &#40;variables relativas al estudiante&#41; o si hac&#237;an referencia a la interacci&#243;n del estudiante con determinados colectivos en diversos contextos &#40;aula&#44; familia y grupos sociales&#41;&#46;</p><p id="par0025" class="elsevierStylePara elsevierViewall">El primer grupo de variables&#44; las relativas al estudiante&#44; examina las referentes tanto a la etapa previa al ingreso en la universidad como a su progreso en ella&#46; As&#237;&#44; se ha considerado pertinente explorar la relaci&#243;n entre los posibles motivos tenidos en cuenta por el sujeto en la elecci&#243;n de titulaci&#243;n y el fen&#243;meno estudiado ya que&#44; como <a class="elsevierStyleCrossRef" href="#bib0070">de Vries&#44; Le&#243;n&#44; Romero y Hern&#225;ndez &#40;2011&#41;</a> han constatado&#44; ambas variables mantienen importantes relaciones&#46;</p><p id="par0030" class="elsevierStylePara elsevierViewall">Tambi&#233;n se han examinado variables referentes tanto al rendimiento acad&#233;mico previo &#40;nota de acceso&#41; que&#44; seg&#250;n <a class="elsevierStyleCrossRef" href="#bib0045">Casaravilla&#44; del Campo&#44; Garc&#237;a y Torralba &#40;2012&#41;</a>&#44; es el factor acad&#233;mico m&#225;s relacionado con el abandono&#44; como el rendimiento en primer curso que&#44; seg&#250;n <a class="elsevierStyleCrossRef" href="#bib0085">Montmarquette&#44; Mahsereddjian y Houle &#40;2001&#41;</a>&#44; ejerce un rol crucial en la decisi&#243;n de permanecer en la titulaci&#243;n cursada&#46; Esto pone de manifiesto la importancia de esta variable &#40;<a class="elsevierStyleCrossRef" href="#bib0050">Cerezo&#44; Bernardo&#44; Esteban&#44; S&#225;nchez y Elli&#225;n&#44; 2015</a>&#41;&#44; as&#237; como otro tipos de variables relevantes&#44; tales como la implicaci&#243;n y la motivaci&#243;n hacia los estudios o escolar &#40;<a class="elsevierStyleCrossRefs" href="#bib0005">&#193;lvarez et al&#46;&#44; 2015&#59; Valle et al&#46;&#44; 2015a&#59; Valle et al&#46;&#44; 2015b</a>&#41;&#46;</p><p id="par0035" class="elsevierStylePara elsevierViewall">Teniendo en cuenta la posible relaci&#243;n que pudiera existir entre el tiempo de dedicaci&#243;n al estudio y el rendimiento acad&#233;mico&#44; se ha incluido esta variable como objeto de estudio&#46;</p><p id="par0040" class="elsevierStylePara elsevierViewall">Por &#250;ltimo&#44; dentro de este grupo de variables&#44; se han realizado indagaciones para valorar la influencia que la adaptaci&#243;n del alumno pudiera tener en la toma de decisiones del estudiante respecto a su permanencia ya que&#44; como <a class="elsevierStyleCrossRef" href="#bib0125">Tinto &#40;1975&#41;</a> subraya&#44; la integraci&#243;n puede jugar un rol importante en este sentido&#46;</p><p id="par0045" class="elsevierStylePara elsevierViewall">En cuanto al segundo grupo de variables&#44; aquellas concernientes al estudiante en el contexto del aula&#44; y teniendo en cuenta los hallazgos de <a class="elsevierStyleCrossRef" href="#bib0045">Casaravilla et al&#46; &#40;2012&#41;</a> y <a class="elsevierStyleCrossRef" href="#bib0080">Goldenhersh&#44; Coria y Saino &#40;2011&#41;</a> que caracterizan el absentismo como predictor del abandono&#44; se ha estudiado la relaci&#243;n entre dicho fen&#243;meno y la asistencia a clase&#46;</p><p id="par0050" class="elsevierStylePara elsevierViewall">Dentro de este grupo de variables tambi&#233;n se ha explorado la valoraci&#243;n de los estudiantes respecto a las relaciones establecidas con sus compa&#241;eros y profesores&#44; ya que <a class="elsevierStyleCrossRef" href="#bib0030">Bernardo et al&#46; &#40;2013&#41;</a> han puesto de relieve la importancia de la cercan&#237;a en las relaciones profesor-alumno y&#44; por su parte&#44; <a class="elsevierStyleCrossRef" href="#bib0145">Willcoxson &#40;2010&#41;</a> ha analizado la influencia que el grupo de pares ejerce sobre el progreso y permanencia del estudiante&#46;</p><p id="par0055" class="elsevierStylePara elsevierViewall">Finalmente&#44; y teniendo en cuenta que la satisfacci&#243;n del sujeto &#8212;tanto con la titulaci&#243;n cursada como con la instituci&#243;n que le acoge&#8212; han probado su relaci&#243;n con la permanencia en los estudios universitarios &#40;<a class="elsevierStyleCrossRef" href="#bib0040">Cabrera&#44; Bethencourt&#44; Gonz&#225;lez y &#193;lvarez&#44; 2006</a>&#41;&#44; se han incluido tambi&#233;n estas variables como objeto de estudio&#46;</p><p id="par0060" class="elsevierStylePara elsevierViewall">El tercer grupo de variables&#44; relacionadas con el contexto familiar&#44; incluye aquellas variables de car&#225;cter sociodemogr&#225;fico de comprobada influencia en el fen&#243;meno&#44; como son el nivel educativo de los padres &#40;<a class="elsevierStyleCrossRef" href="#bib0010">Araque&#44; Roldan y Salguero&#44; 2009</a>&#41; y la disposici&#243;n de suficientes recursos econ&#243;micos para el sostenimiento del estudiante durante su etapa universitaria &#40;<a class="elsevierStyleCrossRefs" href="#bib0080">Goldenhersh et al&#46;&#44; 2011&#59; Ari&#241;o y Llopis&#44; 2011</a>&#41;&#46;</p><p id="par0065" class="elsevierStylePara elsevierViewall">Adem&#225;s de estas variables&#44; se ha considerado importante examinar la posible influencia que el fomento de h&#225;bitos de estudio en el contexto familiar pudiera tener en el fen&#243;meno&#46;</p><p id="par0070" class="elsevierStylePara elsevierViewall">Por &#250;ltimo&#44; el cuarto grupo de variables eval&#250;a si la participaci&#243;n del estudiante en grupos de car&#225;cter pol&#237;tico&#44; acad&#233;mico&#44; solidario&#44; deportivo&#44; cultural o religioso influye en su toma de decisiones respecto a la permanencia&#44; ya que tal y como observa <a class="elsevierStyleCrossRef" href="#bib0065">Comellas &#40;2013&#58; p&#46; 4&#41;</a> aunque la pertenencia a grupos en contextos acad&#233;micos no pueda subsanar los d&#233;ficits que el alumno presenta en su contexto socioecon&#243;mico o familiar&#44; s&#237; puede llegar a compensar estos&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">M&#233;todo</span><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Participantes</span><p id="par0075" class="elsevierStylePara elsevierViewall">La muestra total de la investigaci&#243;n desarrollada en el marco del Proyecto Alfa asciende a 9&#44;982 participantes &#40;7&#44;065 abandonos y 2&#44;917 conformaban el grupo control&#41;&#46; Los participantes en el estudio fueron seleccionados de aquellos estudiantes de nuevo ingreso en la cohorte 2009&#47;2010&#44; que pod&#237;a ser ampliada con las cohortes anterior y posterior en caso de no obtener la participaci&#243;n deseada&#46;</p><p id="par0080" class="elsevierStylePara elsevierViewall">La Universidad de Oviedo ha contribuido a la muestra total del proyecto con 715 participantes&#46; Sin embargo&#44; la mencionada universidad opt&#243; por ampliar las submuestras para que ambas gozasen de un nivel de confianza del 95&#37; y no sobrepasasen un error muestral del 3&#46;3&#37;&#46; As&#237; la muestra final qued&#243; conformada por 1&#44;311 participantes&#44; de los que 611 hab&#237;an abandonado la titulaci&#243;n inicialmente matriculada y 700 permanecen&#44; provenientes de las cohortes de nuevo ingreso en los cursos 2008&#47;2009&#44; 2009&#47;2010 y 2010&#47;2011&#46;</p><p id="par0085" class="elsevierStylePara elsevierViewall">Se ha aplicado un muestreo aleatorizado estratificado&#44; tomando como estratos las &#225;reas de conocimiento definidas por la UNESCO &#40;<a class="elsevierStyleCrossRef" href="#bib0120">Schneider y Kogan&#44; 2008</a>&#41;&#44; de tal manera que la muestra es representativa de la poblaci&#243;n y permite la generalizaci&#243;n de resultados&#46;</p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Instrumentos</span><p id="par0090" class="elsevierStylePara elsevierViewall">El instrumento empleado para la recogida de informaci&#243;n fue un cuestionario dise&#241;ado <span class="elsevierStyleItalic">ad hoc</span> de manera colaborativa por todas las instituciones participantes &#40;<a class="elsevierStyleCrossRef" href="#bib0095">Proyecto Gu&#237;a y Grupo de An&#225;lisis&#44; 2013</a>&#41;&#46;</p><p id="par0095" class="elsevierStylePara elsevierViewall">Su estructura responde al siguiente esquema&#58;<ul class="elsevierStyleList" id="lis0005"><li class="elsevierStyleListItem" id="lsti0005"><span class="elsevierStyleLabel">&#8728;</span><p id="par0100" class="elsevierStylePara elsevierViewall">Bloque dirigido a la instituci&#243;n&#44; cuya finalidad era obtener informaci&#243;n exacta sobre el rendimiento y la situaci&#243;n acad&#233;mica del estudiante&#46;</p></li><li class="elsevierStyleListItem" id="lsti0010"><span class="elsevierStyleLabel">&#8728;</span><p id="par0105" class="elsevierStylePara elsevierViewall">Bloque com&#250;n&#58; cuyo objetivo era recoger informaci&#243;n general de todos los participantes&#44; referente a sus caracter&#237;sticas personales&#44; culturales&#44; acad&#233;micas y econ&#243;micas&#44; as&#237; como relativas a la instituci&#243;n de acogida&#46;</p></li></ul></p><p id="par0110" class="elsevierStylePara elsevierViewall">Los resultados de los que da cuenta el presente art&#237;culo se corresponden con la informaci&#243;n recogida por estos 2 primeros bloques&#44; sin embargo el cuestionario inclu&#237;a otros 2 &#40;bloque de posicionamiento y bloque espec&#237;fico seg&#250;n itinerario&#41;&#46;</p></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Procedimiento</span><p id="par0115" class="elsevierStylePara elsevierViewall">La recogida de informaci&#243;n en la Universidad de Oviedo se ha llevado a cabo mediante 2 procedimientos&#58;<ul class="elsevierStyleList" id="lis0010"><li class="elsevierStyleListItem" id="lsti0015"><span class="elsevierStyleLabel">&#8728;</span><p id="par0120" class="elsevierStylePara elsevierViewall">Solicitud de datos personales y expediente acad&#233;mico de los alumnos&#46;</p></li><li class="elsevierStyleListItem" id="lsti0020"><span class="elsevierStyleLabel">&#8728;</span><p id="par0125" class="elsevierStylePara elsevierViewall">Aplicaci&#243;n de encuesta telef&#243;nica asistida por ordenador&#46;</p></li></ul></p></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0050">An&#225;lisis estad&#237;sticos</span><p id="par0130" class="elsevierStylePara elsevierViewall">Se han desarrollado <span class="elsevierStyleItalic">an&#225;lisis descriptivos&#44; correlacionales</span> y <span class="elsevierStyleItalic">an&#225;lisis multivariados de la varianza &#40;MANOVA&#41;</span> a fin de verificar si existen diferencias estad&#237;sticamente significativas en aquellas variables relativas al estudiante&#44; al aula&#44; a la familia y a la participaci&#243;n en grupos sociales en funci&#243;n de la situaci&#243;n acad&#233;mica del alumno en el momento de la entrevista &#40;permanece en la titulaci&#243;n inicialmente matriculada o no&#41;&#46; Se ha empleado el <span class="elsevierStyleItalic">coeficiente eta-cuadrado parcial</span> &#40;<span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf"><span class="elsevierStyleItalic">p</span></span>&#41; para la media del tama&#241;o del efecto&#44; por ser este uno de los coeficientes m&#225;s utilizados en el &#225;mbito de la investigaci&#243;n educativa &#40;<a class="elsevierStyleCrossRef" href="#bib0105">Regueiro&#44; Su&#225;rez&#44; Valle&#44; N&#250;&#241;ez y Rosario&#44; 2015</a>&#41;&#46; Se ha tomado el criterio establecido por <a class="elsevierStyleCrossRef" href="#bib0060">Cohen &#40;1988&#41;</a> para la interpretaci&#243;n de los tama&#241;os del efecto&#44; que considera <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf"><span class="elsevierStyleItalic">p</span></span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;01 &#40;<span class="elsevierStyleItalic">d</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;2&#41; un tama&#241;o del efecto peque&#241;o&#44; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf"><span class="elsevierStyleItalic">p</span></span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;059 &#40;<span class="elsevierStyleItalic">d</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;5&#41; medio y <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf"><span class="elsevierStyleItalic">p</span></span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;138 &#40;<span class="elsevierStyleItalic">d</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;8&#41; grande&#46;</p></span></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0055">Resultados</span><p id="par0135" class="elsevierStylePara elsevierViewall">A fin de contextualizar el <span class="elsevierStyleItalic">an&#225;lisis MANOVA</span> realizado&#44; se presentan en la <a class="elsevierStyleCrossRef" href="#tbl0005">tabla 1</a> los estad&#237;sticos descriptivos correspondientes a todas las variables contempladas en los an&#225;lisis y en la <a class="elsevierStyleCrossRef" href="#tbl0010">tabla 2</a> la matriz de <span class="elsevierStyleItalic">correlaciones</span> que da cuenta de las variables que han mostrado relaci&#243;n con el fen&#243;meno estudiado&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0140" class="elsevierStylePara elsevierViewall">Se presentan a continuaci&#243;n los resultados correspondientes a los <span class="elsevierStyleItalic">an&#225;lisis MANOVA</span> para los 4 grupos de variables consideradas&#44; a saber&#58; variables del estudiante&#44; del aula&#44; familiares y sociales&#46;</p><p id="par0145" class="elsevierStylePara elsevierViewall">Es necesario aclarar que&#44; aunque la muestra obtenida en la investigaci&#243;n ascend&#237;a a 1&#44;311 participantes&#44; el <span class="elsevierStyleItalic">an&#225;lisis MANOVA</span> que se presenta a continuaci&#243;n excluye al grupo relativo al cambio de titulaci&#243;n&#44; por no presentar diferencias altamente significativas respecto al primero&#46; Tambi&#233;n se han excluido aquellos casos que presentaban valores perdidos&#46; Por tanto&#44; los an&#225;lisis que se exponen en el presente art&#237;culo se refieren a 1&#44;178 sujetos&#44; de los cuales 478 abandonaron la Universidad de Oviedo y 700 permanecen en ella&#46;</p><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0060">Variables relativas al estudiante</span><p id="par0150" class="elsevierStylePara elsevierViewall">El <span class="elsevierStyleItalic">an&#225;lisis MANOVA</span> evidencia la existencia de diferencias estad&#237;sticamente significativas en el conjunto de <span class="elsevierStyleItalic">variables relativas al estudiante</span> en funci&#243;n de su <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span> &#8212;permanece en la titulaci&#243;n inicialmente matriculada o la abandona&#8212; &#40;&#955;<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;694&#59; <span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;7&#44;694&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>43&#46;55&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf"><span class="elsevierStyleItalic">p</span></span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;306&#41;&#46; El tama&#241;o del efecto es grande y de ello se deduce que los distintos niveles de esta variable independiente explican un porcentaje amplio de la varianza de las variables dependientes &#40;30&#37;&#41;&#46; Los estad&#237;sticos descriptivos correspondientes a este grupo de variables se encuentran en la <a class="elsevierStyleCrossRef" href="#tbl0015">tabla 3</a>&#46;</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia><p id="par0155" class="elsevierStylePara elsevierViewall">En cuanto al an&#225;lisis individual de cada variable dependiente&#44; se encuentran diferencias estad&#237;sticamente significativas en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span> en la <span class="elsevierStyleItalic">prueba de acceso a educaci&#243;n superior</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>52&#46;237&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;070&#41;&#44; con un tama&#241;o del efecto entre mediano y grande&#58; la variable independiente explica un 7&#37; de la varianza de la variable dependiente&#46; Estos resultados indican una tendencia de los sujetos que abandonan a presentar notas m&#225;s bajas&#46;</p><p id="par0160" class="elsevierStylePara elsevierViewall">Tambi&#233;n se encuentran diferencias estad&#237;sticamente significativas en cuanto al <span class="elsevierStyleItalic">porcentaje de cr&#233;ditos matriculados sobre el total de la carrera</span> en relaci&#243;n con la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica del sujeto</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>47&#46;384&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;064&#41; con un tama&#241;o del efecto mediano&#59; se da una predisposici&#243;n del grupo de estudiantes que abandona a matricular un mayor porcentaje de cr&#233;ditos&#44; en comparaci&#243;n con el grupo que permanece&#46;</p><p id="par0165" class="elsevierStylePara elsevierViewall">Respecto al <span class="elsevierStyleItalic">porcentaje de cr&#233;ditos aprobados sobre el total de la carrera</span> en funci&#243;n de <span class="elsevierStyleItalic">la situaci&#243;n acad&#233;mica</span> se encuentran diferencias estad&#237;sticamente significativas &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>255&#46;595&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;268&#41;&#44; con un tama&#241;o del efecto grande&#58; el 26&#46;8&#37; de la varianza de la variable dependiente es explicada por la variable independiente y en los estudiantes que permanecen se da una tendencia a presentar un mayor porcentaje de cr&#233;ditos aprobados respecto a aquellos que optan por abandonar&#46;</p><p id="par0170" class="elsevierStylePara elsevierViewall">En cuanto a la variable <span class="elsevierStyleItalic">principal motivo de elecci&#243;n de la titulaci&#243;n matriculada</span>&#58; <span class="elsevierStyleItalic">vocaci&#243;n</span>&#44; respecto a la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span>&#44; se han evidenciado diferencias estad&#237;sticamente significativas &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>26&#46;411&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;037&#41;&#44; cuyo tama&#241;o del efecto es peque&#241;o y explica el 3&#46;7&#37; de la varianza de la variable dependiente&#58; los estudiantes que permanecen tienden a responder afirmativamente y aquellos que abandonan&#44; negativamente&#46;</p><p id="par0175" class="elsevierStylePara elsevierViewall">Tambi&#233;n <span class="elsevierStyleItalic">el tiempo dedicado al estudio</span> en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica del sujeto</span> muestra relaci&#243;n entre ambas variables &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>37&#46;290&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;051&#41;&#44; con un tama&#241;o del efecto mediano&#44; la variable independiente explica el 5&#46;1&#37; de la varianza de la dependiente&#46; As&#237;&#44; se manifiesta una tendencia a dedicar mayor tiempo por parte de aquellos que permanecen&#44; en comparaci&#243;n con aquellos otros que no&#46;</p><p id="par0180" class="elsevierStylePara elsevierViewall">Adem&#225;s&#44; se ha considerado la <span class="elsevierStyleItalic">adaptaci&#243;n a la vida en la instituci&#243;n</span>&#44; tanto en su dimensi&#243;n social como en la acad&#233;mica&#46; Respecto a la primera &#40;adaptaci&#243;n en lo social&#41; en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span> se encuentran diferencias estad&#237;sticamente significativas&#44; pero con un tama&#241;o del efecto peque&#241;o &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>6&#46;559&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;011&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;009&#41;&#46; Respecto a la segunda de ellas &#40;adaptaci&#243;n en lo acad&#233;mico&#41; tambi&#233;n se encuentran diferencias estad&#237;sticamente significativas con un tama&#241;o del efecto mediano &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;697&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>49&#46;821&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;067&#41;&#46; En ambos casos el grupo de alumnos que permanece valora mejor su adaptaci&#243;n a la vida universitaria&#46;</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0065">Variables relativas al aula</span><p id="par0185" class="elsevierStylePara elsevierViewall">El <span class="elsevierStyleItalic">an&#225;lisis MANOVA</span> pone de relieve la presencia de diferencias estad&#237;sticamente significativas en el conjunto de <span class="elsevierStyleItalic">variables relativas al aula</span> en funci&#243;n de la situaci&#243;n acad&#233;mica del estudiante &#40;&#955;&#61;&#46;957&#59; <span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;11&#44;1155&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>4&#46;730&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;043&#41;&#46; El tama&#241;o del efecto es peque&#241;o y de ello se deduce que los distintos niveles de esta variable independiente explican un escaso porcentaje de la varianza de las variables dependientes &#40;4&#46;3&#37;&#41;&#46; En la <a class="elsevierStyleCrossRef" href="#tbl0020">tabla 4</a> se recogen los estad&#237;sticos descriptivos correspondientes a este grupo de variables&#46;</p><elsevierMultimedia ident="tbl0020"></elsevierMultimedia><p id="par0190" class="elsevierStylePara elsevierViewall">En cuanto al an&#225;lisis individual de cada variable dependiente&#44; se encuentran diferencias estad&#237;sticamente significativas en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span> en la valoraci&#243;n de la <span class="elsevierStyleItalic">relaci&#243;n establecida con sus profesores</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1165&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>7&#46;064&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;01&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;006&#41;&#44; con un tama&#241;o del efecto muy peque&#241;o&#44; y con la variable independiente que explica un &#46;6&#37; de la varianza de la variable dependiente&#46; Estos resultados indican una tendencia de los sujetos que abandonan a valorar peor las relaciones establecidas con el profesorado que aquellos que permanecen&#46;</p><p id="par0195" class="elsevierStylePara elsevierViewall">Tambi&#233;n se encuentran diferencias significativas en cuanto a la <span class="elsevierStyleItalic">asistencia a clase</span> en relaci&#243;n con la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica del sujeto</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1165&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>19&#46;425&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;016&#41; con un tama&#241;o del efecto peque&#241;o&#44; en el que la variable independiente explica el 1&#46;6&#37; de la varianza de la variable dependiente&#44; con una predisposici&#243;n del grupo de estudiantes que abandona a asistir a clase en menor medida que el grupo que permanece&#46;</p><p id="par0200" class="elsevierStylePara elsevierViewall">Respecto a la <span class="elsevierStyleItalic">satisfacci&#243;n con la orientaci&#243;n sobre el plan y programa de estudio</span> en funci&#243;n de <span class="elsevierStyleItalic">la situaci&#243;n acad&#233;mica</span> se encuentran diferencias significativas &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1165&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>11&#46;014&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;009&#41;&#44; con un tama&#241;o del efecto peque&#241;o&#44; y con la variable independiente que explica tan solo el &#46;9&#37; de la varianza de la variable dependiente&#46;</p><p id="par0205" class="elsevierStylePara elsevierViewall">En cuanto a la variable <span class="elsevierStyleItalic">satisfacci&#243;n con el contenido de las asignaturas</span>&#44; respecto a la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span>&#44; se han evidenciado diferencias estad&#237;sticamente significativas &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1165&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>4&#46;793&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;05&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;004&#41;&#44; cuyo tama&#241;o del efecto es muy peque&#241;o y explica el &#46;4&#37; de la varianza de la variable dependiente&#46;</p><p id="par0210" class="elsevierStylePara elsevierViewall">Por &#250;ltimo&#44; dentro de este grupo de variables&#44; tambi&#233;n se encuentran diferencias significativas en cuanto al <span class="elsevierStyleItalic">grado de satisfacci&#243;n con la calidad global de la ense&#241;anza</span> en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica del sujeto</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1165&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>14&#46;617&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;012&#41;&#44; con un tama&#241;o del efecto peque&#241;o y con la variable independiente que explica el 1&#46;2&#37; de la varianza de la dependiente&#46;</p><p id="par0215" class="elsevierStylePara elsevierViewall">Estos resultados muestran que el grupo de alumnos que permanece tiene una predisposici&#243;n a mostrar un mayor grado de satisfacci&#243;n respecto a la orientaci&#243;n recibida&#44; el contenido de las asignaturas y la calidad global de la ense&#241;anza&#46;</p></span><span id="sec0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0070">Variables relativas a la familia</span><p id="par0220" class="elsevierStylePara elsevierViewall">Los an&#225;lisis realizados demuestran la presencia de diferencias estad&#237;sticamente significativas en el conjunto de <span class="elsevierStyleItalic">variables relativas a la familia</span> en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica del estudiante</span> &#40;&#955;&#61;&#46;987&#59; <span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;4&#44;1161&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>3&#46;683&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;005&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;013&#41;&#46; El tama&#241;o del efecto es peque&#241;o y de ello se deduce que los distintos niveles de esta variable independiente explican un escaso porcentaje de la varianza de las variables dependientes &#40;1&#46;3&#37;&#41;&#46; Los estad&#237;sticos descriptivos correspondientes a este grupo de variables se encuentran en la <a class="elsevierStyleCrossRef" href="#tbl0025">tabla 5</a>&#46;</p><elsevierMultimedia ident="tbl0025"></elsevierMultimedia><p id="par0225" class="elsevierStylePara elsevierViewall">En cuanto al an&#225;lisis individual de cada variable dependiente&#44; tan solo se encuentran diferencias estad&#237;sticamente significativas en funci&#243;n de la <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span> en 2 de las 4 variables consideradas en este apartado&#58;</p><p id="par0230" class="elsevierStylePara elsevierViewall">En primer lugar&#44; aquella relativa al <span class="elsevierStyleItalic">nivel de estudios de la madre</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1164&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>5&#46;163&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;05&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;004&#41;&#44; con un tama&#241;o del efecto muy peque&#241;o&#46; La variable independiente explica apenas un &#46;4&#37; de la varianza de la variable dependiente&#44; lo que se manifiesta en una leve tendencia de las madres de los alumnos que permanecen a haber estudiado niveles educativos superiores&#44; a diferencia de las de aquellos que desertan&#46;</p><p id="par0235" class="elsevierStylePara elsevierViewall">En cuanto a la segunda variable&#44; la cual hace referencia a la <span class="elsevierStyleItalic">suficiencia de recursos econ&#243;micos para la subsistencia del estudiante</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1164&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>9&#46;318&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;05&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;008&#41;&#44; con un tama&#241;o del efecto muy peque&#241;o&#44; explica tan solo un &#46;8&#37; de la varianza de la variable dependiente&#46; El grupo de abandono es algo m&#225;s proclive a considerar que no ha dispuesto de recursos suficientes para su sostenimiento&#46;</p></span><span id="sec0055" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0075">Variables relativas a la participaci&#243;n del estudiante en grupos sociales</span><p id="par0240" class="elsevierStylePara elsevierViewall">Los resultados obtenidos en el <span class="elsevierStyleItalic">an&#225;lisis MANOVA</span> demuestran la existencia de diferencias estad&#237;sticamente significativas en el conjunto de <span class="elsevierStyleItalic">variables relativas a la participaci&#243;n del estudiante en grupos sociales</span> en funci&#243;n de su <span class="elsevierStyleItalic">situaci&#243;n acad&#233;mica</span> &#40;&#955;&#61;&#46;990&#59; <span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;6&#44;1171&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>2&#46;020&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;06&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;01&#41;&#46; El tama&#241;o del efecto es peque&#241;o y de ello se deduce que los distintos niveles de esta variable independiente explican un porcentaje muy bajo de la varianza de las variables dependientes &#40;1&#37;&#41;&#46; En la <a class="elsevierStyleCrossRef" href="#tbl0030">tabla 6</a> se recogen los estad&#237;sticos descriptivos correspondientes a este grupo de variables&#46;</p><elsevierMultimedia ident="tbl0030"></elsevierMultimedia><p id="par0245" class="elsevierStylePara elsevierViewall">En cuanto al an&#225;lisis individual de cada variable dependiente&#44; se encuentran diferencias estad&#237;sticamente significativas en funci&#243;n de la situaci&#243;n acad&#233;mica tan solo en 2 de los 6 tipos de grupos contemplados&#58;</p><p id="par0250" class="elsevierStylePara elsevierViewall">En primer lugar&#44; aquella relativa a la <span class="elsevierStyleItalic">participaci&#243;n en grupos de car&#225;cter acad&#233;mico</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1164&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>5&#46;538&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;05&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;005&#41;&#44; con un tama&#241;o del efecto muy peque&#241;o y con la variable independiente que explica apenas un &#46;5&#37; de la varianza de la variable dependiente&#46;</p><p id="par0255" class="elsevierStylePara elsevierViewall">En cuanto a la segunda variable&#44; la cual hace referencia a la <span class="elsevierStyleItalic">participaci&#243;n en grupos de car&#225;cter solidario</span> &#40;<span class="elsevierStyleItalic">F</span><span class="elsevierStyleInf">&#40;1&#44;1164&#41;</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>4&#46;965&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;05&#59; <span class="elsevierStyleItalic">&#951;</span><span class="elsevierStyleSup"><span class="elsevierStyleItalic">2</span></span><span class="elsevierStyleInf">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>&#46;004&#41;&#44; con un tama&#241;o del efecto muy peque&#241;o y con la variable independiente que explica tan solo un &#46;4&#37; de la varianza de la variable dependiente&#46;</p><p id="par0260" class="elsevierStylePara elsevierViewall">Estos resultados se traducen en una participaci&#243;n del colectivo de desertores&#44; tanto en grupos de car&#225;cter acad&#233;mico como en grupos de car&#225;cter solidario&#44; muy por debajo de la participaci&#243;n de aquellos que optan por persistir&#46;</p></span></span><span id="sec0060" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0080">Discusi&#243;n y conclusiones</span><p id="par0265" class="elsevierStylePara elsevierViewall">Los resultados de este trabajo dan cuenta de las diferencias existentes en los grupos de variables relativas al estudiante&#44; al aula&#44; a la familia y a la participaci&#243;n en grupos sociales&#44; en funci&#243;n de la situaci&#243;n acad&#233;mica del alumno en el momento de la investigaci&#243;n &#40;permanece en la titulaci&#243;n inicialmente matriculada o&#44; por el contrario&#44; la ha abandonado&#41;&#46;</p><p id="par0270" class="elsevierStylePara elsevierViewall">Los datos aportados en el presente art&#237;culo evidencian la asociaci&#243;n entre variables relativas al estudiante y su situaci&#243;n acad&#233;mica&#58; esta es la categor&#237;a de variables que mayor peso tiene de entre todas las examinadas&#46; Dentro de este grupo de variables&#44; se han constatado relaciones entre determinadas variables y el fen&#243;meno del abandono coincidentes con las halladas por diversos autores&#58; rendimiento acad&#233;mico previo al ingreso en la universidad&#44; rendimiento acad&#233;mico en la universidad &#40;<a class="elsevierStyleCrossRef" href="#bib0010">Araque et al&#46;&#44; 2009</a>&#41;&#44; elecci&#243;n de la titulaci&#243;n por vocaci&#243;n &#40;<a class="elsevierStyleCrossRef" href="#bib0040">Cabrera et al&#46;&#44; 2006</a>&#41;&#44; tiempo dedicado al estudio &#40;<a class="elsevierStyleCrossRef" href="#bib0020">Arriaga&#44; Burillo&#44; Carpe&#241;o y Casaravilla&#44; 2011</a>&#41; y adaptaci&#243;n a la vida universitaria&#44; tanto en la dimensi&#243;n acad&#233;mica como en la dimensi&#243;n social &#40;<a class="elsevierStyleCrossRef" href="#bib0125">Tinto&#44; 1975</a>&#41;&#46;</p><p id="par0275" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#bib0035">Braxton&#44; Millen y Shawn &#40;2000&#41;</a> afirmaban que las conductas de clase ejercen un importante rol en la toma de decisiones acad&#233;micas&#46; En el presente estudio se constata dicho rol y en particular se constata la relaci&#243;n de determinadas variables con el fen&#243;meno del abandono&#44; resultados coincidentes con los obtenidos por diversos investigadores&#58; asistencia a clase &#40;<a class="elsevierStyleCrossRefs" href="#bib0040">Cabrera et al&#46;&#44; 2006&#59; Casaravilla et al&#46;&#44; 2012</a>&#41;&#44; relaciones establecidas tanto con el profesorado como con los pares &#40;<a class="elsevierStyleCrossRef" href="#bib0125">Tinto&#44; 1975</a>&#41; y satisfacci&#243;n con diversos aspectos de la docencia y organizaci&#243;n de los estudios &#40;<a class="elsevierStyleCrossRef" href="#bib0075">Duque&#44; Duque y Surinach&#44; 2013</a>&#41;&#46;</p><p id="par0280" class="elsevierStylePara elsevierViewall">Respecto a las variables relativas a la familia&#44; se han examinado aquellas variables que a lo largo de la historia han mostrado mayor relaci&#243;n con el fracaso acad&#233;mico y abandono de los estudios&#44; y se ha encontrado relaci&#243;n tanto con el nivel educativo de la madre &#40;<a class="elsevierStyleCrossRef" href="#bib0110">Rodrigo&#44; Molina&#44; Garc&#237;a-Ros y P&#233;rez-Gonz&#225;lez&#44; 2012</a>&#41;&#44; como con la disposici&#243;n de recursos suficientes para el sostenimiento del estudiante &#40;<a class="elsevierStyleCrossRef" href="#bib0055">Chen&#44; 2008</a>&#41;&#46;</p><p id="par0285" class="elsevierStylePara elsevierViewall">Por &#250;ltimo&#44; se ha valorado el rol de la participaci&#243;n del estudiante en grupos sociales con un objetivo com&#250;n&#44; y se ha encontrado relaci&#243;n entre estas variables y la situaci&#243;n acad&#233;mica&#46; Al contrario de lo que cabr&#237;a suponer&#44; dado que la participaci&#243;n en dichos grupos podr&#237;a restar dedicaci&#243;n al estudio&#44; los resultados ponen de relieve una mayor participaci&#243;n del colectivo de estudiantes que permanece en grupos sociales de car&#225;cter acad&#233;mico y solidario&#44; en la l&#237;nea de lo planteado por <a class="elsevierStyleCrossRef" href="#bib0130">Tinto &#40;1988&#41;</a>&#44; que considera que este tipo de actividades refuerza el sentimiento de pertenencia del estudiante y ejerce como factor protector frente al abandono de la titulaci&#243;n&#46; As&#237;&#44; es posible afirmar que el alumno que persiste en la titulaci&#243;n inicialmente matriculada presenta un mayor rendimiento acad&#233;mico &#40;tanto previo al ingreso&#44; como en la propia universidad&#41;&#44; alude como motivo de elecci&#243;n de los estudios su vocaci&#243;n&#44; dedica mayor tiempo al estudio&#44; pero tambi&#233;n a participar en grupos de car&#225;cter acad&#233;mico o solidario&#44; cuenta con recursos econ&#243;micos suficientes para su sostenimiento y manifiesta un elevado nivel de satisfacci&#243;n con cuestiones relativas al programa de estudio y diversos aspectos organizativos&#46;</p><p id="par0290" class="elsevierStylePara elsevierViewall">Entre las limitaciones del estudio&#44; puede se&#241;alarse la ausencia de &#237;tems que midieran espec&#237;ficamente la motivaci&#243;n del estudiante&#44; ya que tal y como <a class="elsevierStyleCrossRef" href="#bib0090">Muela&#44; Garc&#237;a-Le&#243;n&#44; Augusto y L&#243;pez-Zafra &#40;2010&#41;</a> y <a class="elsevierStyleCrossRef" href="#bib0100">Quevedo-Blasco&#44; Quevedo-Blasco y T&#233;llez-Trani&#44; &#40;2016&#41;</a> han puesto de relieve&#44; esta variable influye notablemente en el rendimiento acad&#233;mico&#46; En relaci&#243;n con lo anterior y con base en los hallazgos obtenidos por <a class="elsevierStyleCrossRef" href="#bib0115">Rodr&#237;guez et al&#46; &#40;2014&#41;</a>&#44; tambi&#233;n resultar&#225; de inter&#233;s analizar la posible relaci&#243;n entre la motivaci&#243;n del estudiante&#44; las competencias docentes del profesorado y su percepci&#243;n de autoeficacia&#46; Por ello&#44; se tendr&#225;n en cuenta estas cuestiones en futuras investigaciones&#46;</p></span><span id="sec0065" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0085">Conflicto de intereses</span><p id="par0295" class="elsevierStylePara elsevierViewall">Los autores declaran no tener ning&#250;n conflicto de intereses&#46;</p></span></span>"
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        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">El abandono de los estudios es un problema global que afecta pr&#225;cticamente a todas las universidades y cuyas consecuencias repercuten no solo en el desarrollo de las personas que lo sufren&#44; sino tambi&#233;n en el desarrollo de las sociedades en las que los desertores se insertan&#46; El proyecto europeo Gesti&#243;n Universitaria Integral del Abandono &#40;GUIA&#41;&#44; implementado en 21 instituciones de educaci&#243;n superior&#44; asume este enfoque y adopta entre sus l&#237;neas de acci&#243;n el conocimiento cient&#237;fico del problema&#46; As&#237;&#44; las instituciones participantes han desarrollado una investigaci&#243;n paralelamente&#44; cuyos resultados conjuntos est&#225;n a&#250;n siendo analizados&#46; La Universidad de Oviedo&#44; instituci&#243;n asociada del proyecto GUIA&#44; da cuenta aqu&#237; de los resultados obtenidos en dicho estudio&#46; Los <span class="elsevierStyleItalic">an&#225;lisis descriptivos y correlaci&#243;nales</span>&#44; as&#237; como <span class="elsevierStyleItalic">los an&#225;lisis multivariante de la varianza &#40;MANOVA&#41;</span>&#44; realizados sobre una muestra de 1&#44;311 sujetos&#44; identifican las variables que mantienen relaci&#243;n con el fen&#243;meno en diversos contextos&#46; Destaca &#8212;sin embargo&#8212; la influencia de las variables relativas al estudiante en la toma de decisiones respecto a su permanencia&#46;</p></span>"
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        "resumen" => "<span id="abst0010" class="elsevierStyleSection elsevierViewall"><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">University dropout is a global problem that affects almost every university in the world and whose consequences affect not only to the development of the deserter&#44; but also to the society in which one this lives&#46; The European University Dropout Integrated Management Project &#40;GUIDE&#41;&#44; coordinated by the Polytechnic University of Madrid and implemented by 21 higher education institutions&#44; assumes this approach and adopts among its lines of action&#44; to develop the scientific knowledge of the problem&#46; Thus the participating institutions have developed a parallel research&#44; whose joint results are still being analyzed&#46; The University of Oviedo&#44; partner institution of the GUIDE project reported here the results obtained in this study&#46; <span class="elsevierStyleItalic">Descriptive&#44; correlational and multivariate analysis of variance &#40;MANOVA&#41;</span> have been conducted on a sample of 1&#44;311 subjects&#44; identifying the variables that maintain relations with the phenomenon in different contexts&#46; Between the results&#44; the role of the variables related to the student are highlighted&#46;</p></span>"
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                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Media&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Desviaci&#243;n t&#237;pica&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">1&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Situaci&#243;n acad&#233;mica&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;820&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;984&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">2&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Nota PAU&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;692&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;281&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">3&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Porcentaje de cr&#233;ditos matriculados sobre el total de la carrera&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">22&#46;370&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">8&#46;939&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">4&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Porcentaje de cr&#233;ditos aprobados sobre el total de la carrera&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;654&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;982&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">5&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Motivo de elecci&#243;n de la carrera&#58; vocaci&#243;n&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;623&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;484&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">6&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Tiempo dedicado al estudio&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;700&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;800&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">7&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Adaptaci&#243;n a la universidad &#8212;en lo social&#8212;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;180&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;612&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">8&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Adaptaci&#243;n a la universidad &#8212;en lo acad&#233;mico&#8212;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;870&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;703&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">9&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Valoraci&#243;n de relaciones con profesorado&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;970&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;599&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">10&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Valoraci&#243;n de relaciones con pares&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;390&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;593&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">11&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Valoraci&#243;n del ambiente de convivencia&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;020&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;574&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">12&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Asistencia regular a clase&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;180&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;140&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">13&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la orientaci&#243;n recibida sobre el plan y programa de estudio&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;580&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;739&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">14&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n respecto de la coordinaci&#243;n entre asignaturas&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;360&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;866&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">15&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n sobre el contenido de las asignaturas&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;700&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;746&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">16&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n en cuanto a la calidad del profesorado&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;750&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;789&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">17&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la atenci&#243;n docente-discente&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;600&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;882&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">18&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la calidad de los materiales educativos&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;590&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;810&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">19&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la calidad global de la ense&#241;anza&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;750&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;679&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">20&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Nivel de estudios del padre&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;140&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;566&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">21&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Nivel de estudios de la madre&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;220&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;349&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">22&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Favorece el estudio su entorno familiar&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;070&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;262&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">23&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha contado con recursos suficientes para su sostenimiento&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;080&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;276&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">24&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha participado en grupos de car&#225;cter pol&#237;tico&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;041&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;199&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">25&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha participado en grupos de car&#225;cter acad&#233;mico&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;076&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;265&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">26&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha participado en grupos de car&#225;cter solidario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;091&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;288&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">27&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha participado en grupos de car&#225;cter deportivo&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;102&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;302&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">28&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha participado en grupos de car&#225;cter cultural&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;044&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;205&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">29&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha participado en grupos de car&#225;cter religioso&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;007&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;082&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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          "es" => "<p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Estad&#237;sticos descriptivos correspondientes a las variables analizadas</p>"
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          "leyenda" => "<p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">Las correlaciones menores de &#46;060 no son estad&#237;sticamente significativas&#59; entre &#46;060 y &#46;079 son significativas para <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;05&#59; entre &#46;080 y &#46;100 son significativas para <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;01&#59; las correlaciones<span class="elsevierStyleHsp" style=""></span>&#62;<span class="elsevierStyleHsp" style=""></span>&#46;110 son significativas para <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>&#46;001&#46;</p><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">&#42;p&#60;&#46;05&#46;</p><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">&#42;&#42;p&#60;&#46;01&#46;</p><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">&#42;&#42;&#42;p&#60;&#46;001&#46;</p>"
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                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">20&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">21&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">22&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">23&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">24&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">25&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">26&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">27&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">28&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">29&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">1&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">2&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">3&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">4&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">5&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">6&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">7&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">8&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">9&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">10&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;140&#42;&#42;&#42;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;147&#42;&#42;&#42;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;092&#42;&#42;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8722;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">29&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;038&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;073&#42;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;015&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8722;&#46;024&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8722;&#46;017&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8722;&#46;024&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;081&#42;&#42;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#46;006&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8722;&#46;018&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8722;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
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          "es" => "<p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">Matriz de correlaciones entre los &#237;tems de la encuesta Alfagu&#237;a</p>"
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                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Permanece</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Abandona</th><th class="td" title="table-head  " rowspan="2" align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Eta al cuadrado parcial</span></th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Media</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">DT</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">2 Prueba de acceso a educaci&#243;n superior&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;913&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;342&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;173&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;940&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;070&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">3 Porcentaje de cr&#233;ditos matriculados sobre el total de la carrera&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;894&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;673&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2&#46;271&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;626&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;064&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">4 Porcentaje de cr&#233;ditos aprobados sobre el total de la carrera&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2&#46;415&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;584&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;657&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;543&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;268&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">5 Motivo de elecci&#243;n de la carrera&#58; vocaci&#243;n&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;711&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;453&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;512&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;501&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;037&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">6 Tiempo dedicado al estudio&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;890&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;739&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;500&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;853&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;051&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">7 Adaptaci&#243;n a la universidad &#8212;en lo social&#8212;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;250&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;583&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;130&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;626&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;009&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">8 Adaptaci&#243;n a la universidad &#8212;en lo acad&#233;mico&#8212;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;588&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;640&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;787&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;067&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Permanece</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Abandona</th><th class="td" title="table-head  " rowspan="2" align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Eta al cuadrado parcial</span></th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Media</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">DT</span>&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;577&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;910&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;627&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;006&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">10&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;587&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;370&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;599&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">11&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;010&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;585&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;030&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;563&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;000&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">12&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Asistencia regular a clase&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;320&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;024&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;020&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;226&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;016&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">13&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;640&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;695&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;490&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;787&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;009&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">14&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n respecto de la coordinaci&#243;n entre asignaturas&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;330&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;857&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;390&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;881&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">15&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n sobre el contenido de las asignaturas&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;750&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;690&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;650&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;811&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;004&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">16&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n en cuanto a la calidad del profesorado&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;780&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;743&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;710&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;852&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;002&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">17&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la atenci&#243;n docente-discente&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;640&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;876&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;540&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;893&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;003&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">18&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la calidad de los materiales educativos&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;610&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;782&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;580&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;833&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;000&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">19&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Satisfacci&#243;n con la calidad global de la ense&#241;anza&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;820&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;627&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;660&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;739&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;012&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
              ]
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                0 => "xTab1225887.png"
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        ]
        "descripcion" => array:1 [
          "es" => "<p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Estad&#237;sticos descriptivos y eta cuadrado parcial correspondientes al grupo de variables relativas al aula</p>"
        ]
      ]
      4 => array:8 [
        "identificador" => "tbl0025"
        "etiqueta" => "Tabla 5"
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                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Permanece</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Abandona</th><th class="td" title="table-head  " rowspan="2" align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Eta al cuadrado parcial</span></th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Media</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">DT</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Media</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">DT</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">20&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Nivel de estudios del padre&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;200&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;576&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;050&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;543&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;002&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">21&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Nivel de estudios de la madre&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;300&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;375&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;120&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;305&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;004&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">22&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Favorece el estudio su entorno familiar&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;070&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;247&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;090&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;284&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;002&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">23&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Ha contado con recursos suficientes para su sostenimiento&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;060&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;244&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;110&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;318&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;008&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
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          "es" => "<p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">Estad&#237;sticos descriptivos y eta cuadrado parcial correspondientes al grupo de variables relativas a la familia</p>"
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      ]
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        "tabla" => array:1 [
          "tablatextoimagen" => array:1 [
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              "tabla" => array:1 [
                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Permanece</th><th class="td" title="table-head  " colspan="2" align="center" valign="top" scope="col" style="border-bottom: 2px solid black">Abandona</th><th class="td" title="table-head  " rowspan="2" align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Eta al cuadrado parcial</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Media&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">DT&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Media&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">DT&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">24 Ha participado en grupos de car&#225;cter pol&#237;tico&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;043&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;203&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;040&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;196&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;000&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">25 Ha participado en grupos de car&#225;cter acad&#233;mico&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;091&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;288&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;054&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;227&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;005&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">26 Ha participado en grupos de car&#225;cter solidario&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;107&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;309&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;069&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;254&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;004&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">27 Ha participado en grupos de car&#225;cter deportivo&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;091&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;288&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;117&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;322&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;002&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">28 Ha participado en grupos de car&#225;cter cultural&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;049&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;215&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;038&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;191&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;001&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top">29 Ha participado en grupos de car&#225;cter religioso&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">&#46;007&nbsp;\t\t\t\t\t\t\n
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