<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212019000200356</article-id>
<article-id pub-id-type="doi">10.22235/cp.v13i2.1892</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Variables clave para una intervención eficaz en deshonestidad académica]]></article-title>
<article-title xml:lang="en"><![CDATA[Key variables for effective intervention in academic dishonesty]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Río]]></surname>
<given-names><![CDATA[Adhara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durán]]></surname>
<given-names><![CDATA[Mar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraces]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Mauro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[Galicia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>356</fpage>
<lpage>366</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212019000200356&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212019000200356&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212019000200356&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo fundamental de este trabajo es explorar la importancia de las emociones, positivas y negativas, y la conducta pasada en la intención de llevar a cabo conductas académicas deshonestas más allá de la explicación dada por la Teoría de la Conducta Planificada. Se utilizó una muestra final de 262 estudiantes de la Universidad de Santiago de Compostela, con edades comprendidas entre los 18 y 26 años. Los resultados mostraron que las variables añadidas aumentan de manera significativa la capacidad explicativa del modelo (&#916;R² =22%). Esto, junto con la relación que presentan las variables con la intención conductual [emociones positivas (&#946;=.10), conducta pasada (&#946;=.51)], es lo que hace que estas variables adquieran relevancia explicativa en el modelo y nos dote de herramientas necesarias para intervenir y ayudar a mejorar la formación académica de nuestros jóvenes]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The fundamental objective of this paper is to explore the importance of positive and negative emotions and past behaviour on the intention to engage in dishonest academic behaviour beyond the explanation given by the Theory of Planned Behaviour. We used a final sample of 262 students from the University of Santiago de Compostela, aged between 18 and 26 years. The results show that the variables added significantly increase the model's explanatory capacity (&#916;R² = 22%). This, along with the relationship between the variables with behavioural intention [positive emotions (&#946;=.10), past behaviour (&#946; = .51)], is what allows these variables to acquire explanatory relevance in the model and provides us with the tools necessary to intervene in and help improve the academic training of our young people]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[conducta pasada]]></kwd>
<kwd lng="es"><![CDATA[teoría de la conducta planificada]]></kwd>
<kwd lng="es"><![CDATA[intención]]></kwd>
<kwd lng="es"><![CDATA[deshonestidad académica]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[past behaviour]]></kwd>
<kwd lng="en"><![CDATA[theory of planned bahaviour]]></kwd>
<kwd lng="en"><![CDATA[intention]]></kwd>
<kwd lng="en"><![CDATA[academic dishrakovskyonesty]]></kwd>
</kwd-group>
</article-meta>
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