<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100468</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.793</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores que Generan la Intención de Deserción en Alumnos de Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors that Lead to Students in Higher Education Wanting to Drop out]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yerena-González]]></surname>
<given-names><![CDATA[Norma Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Juárez-Montalvo]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Morón]]></surname>
<given-names><![CDATA[Edna María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guajardo-García]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[San Nicolás de los Garza ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[San Nicolás de los Garza ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[San Nicolás de los Garza ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[San Nicolás de los Garza ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>468</fpage>
<lpage>476</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100468&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100468&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100468&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las instituciones universitarias persiguen, entre sus principales objetivos, garantizar un proceso de enseñanza-aprendizaje efectivo y el desarrollo de competencias en sus estudiantes, con miras a potenciar su formación profesional, económica y social. También deben mantener su prestigio institucional y sus indicadores de eficiencia terminal, por lo que la deserción escolar constituye uno de sus principales desafíos. Por esta razón, el objetivo del presente estudio fue identificar los principales factores que motivan a los estudiantes universitarios a desertar. Para lograrlo, se realizó una investigación bajo el método hipotético-deductivo, paradigma positivista, con enfoque cuantitativo, diseño no experimental de tipo descriptivo-correlacional y corte transversal. Se aplicó un cuestionario de 28 reactivos a una muestra sistemática de 112 estudiantes. Los resultados muestran que la principal causa de abandono escolar es la dificultad académica, y esto ocurre durante los primeros tres semestres. Otros factores reportados fueron las razones personales y la calidad educativa. Se encontró que el género no está relacionado con la intención de deserción ni con la dificultad de la carrera. En general, se observa que las causas del fenómeno son multifactoriales y abarcan aspectos académicos y formativos, lo que evidencia la necesidad de fortalecer los apoyos institucionales que atiendan de manera integral las condiciones académicas y emocionales de los estudiantes, de acuerdo con sus necesidades reales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Among their primary objectives, higher education institutions seek to ensure an effective teaching-learning process and the development of their students&#8217; skills, in order to enhancing their professional, economic, and social development. They must also maintain their institutional prestige and terminal efficiency indicators, which is why student dropout rates represent one of their main challenges. For this reason, the objective of this study was to identify the main factors that motivate university students to drop out. To achieve this, research was conducted using the hypothetical-deductive method, a positivist paradigm, with a quantitative approach, a non-experimental descriptive-correlational design, and a cross-sectional approach. A questionnaire with 28 items was administered to a systematic sample of 112 students. The results show that the main cause of dropping out is academic difficulty, and this occurs during the first three semesters. Other reported factors included personal reasons and educational quality. It was found that gender is not related to the intention to drop out of the difficulty of the program. Overall, it is observed that the causes of this phenomenon are multifactorial, involving both academic and formative aspects; therefore, there is a clear need to strengthen institutional support systems that comprehensively address students&#8217; academic and emotional conditions in accordance with their actual needs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Intención de deserción]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[dificultades académicas.]]></kwd>
<kwd lng="en"><![CDATA[Intention to drop out]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[academic difficulty.]]></kwd>
</kwd-group>
</article-meta>
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</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dropout intentions in higher education: systematic literature review]]></article-title>
<source><![CDATA[Journal on Efficiency and Responsibility in Education and Science]]></source>
<year>2023</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>149-58</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
