<?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>2301-0126</journal-id>
<journal-title><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[InterCambios]]></abbrev-journal-title>
<issn>2301-0126</issn>
<publisher>
<publisher-name><![CDATA[Universidad de la República. Comisión Sectorial de Enseñanza.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2301-01262024000201207</article-id>
<article-id pub-id-type="doi">10.29156/inter.11.2.7</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transición a la maestría de estudiantes argentinos]]></article-title>
<article-title xml:lang="en"><![CDATA[Transition to the master&#8217;s degree for Argentine students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transição para o mestrado de estudantes argentinos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gastaldo]]></surname>
<given-names><![CDATA[Zulma Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batlle]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[Emmanuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tres de Febrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Tres de Febrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Tres de Febrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2301-01262024000201207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2301-01262024000201207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2301-01262024000201207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El pasaje por los estudios de maestría es un momento relevante en las trayectorias de vida de los profesionales, quienes se enfrentan al desafío de construir proyectos de vida en contextos cada vez más inciertos. Frente a tan compleja tarea, la orientación vocacional y ocupacional se propone acompañar a las personas y favorecer las diversas transiciones, como lo es el ingreso al posgrado. En este trabajo se analiza el constructo adaptación académica al inicio de la maestría, variable que describe la satisfacción en aspectos relacionados con la experiencia académica e incluye la satisfacción académica inicial, la adaptación académica inicial y la motivación inicial. También se reporta información sobre el rendimiento académico previo y las expectativas de autoeficacia en una muestra de 143 estudiantes de maestrías de Ciencias Sociales de universidades nacionales de Argentina.2 El estudio presenta una estrategia teórico-metodológica cuantitativa con diseño multivariado de corte transversal. El instrumento utilizado fue un cuestionario autoadministrado. Se evidencian una alta satisfacción académica, adaptación, satisfacción inicial y expectativa de autoeficacia al comienzo de la maestría. Se encontró, además, que a mayor satisfacción académica, mayor expectativa de autoeficacia y que un índice alto de estas variables se acompaña de mayor valoración positiva relacionada con la adaptación a los estudios. Se considera que la obtención de información actualizada resulta valiosa para el diseño de dispositivos de acompañamiento que faciliten la transición hacia los estudios de maestría de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The transition to master&#8217;s degree studies is a relevant moment in the life trajectories of professionals, who face the challenge of building life projects in increasingly uncertain contexts. In the face of such a complex task, vocational and occupational guidance is intended to accompany people and facilitate various transitions, such as entry into graduate school. This paper analyses the academic adaptation construct at the beginning of the master&#8217;s degree, a variable that describes satisfaction with aspects related to academic experience, including initial academic satisfaction, initial academic adaptation and initial motivation. Information on previous academic performance and self-efficacy expectations is also reported in a sample of 143 students of Social Sciences degrees from national universities in Argentina. The study presents a quantitative methodological theoretical strategy with cross-sectional multivariate design. The instrument used was a self-administered questionnaire. High academic satisfaction, adaptation, initial satisfaction and expectation of self-efficacy are evident at the beginning of the transition to mastery. It was also found that higher academic satisfaction, higher expectation of self-efficacy and a high rate of these variables are accompanied by higher positive assessment related to the adaptation to studies. The provision of up-to-date information is considered valuable in designing accompanying devices which facilitate the transition of students towards master&#8217;s degree studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A passagem pelos estudos de mestrado é um momento relevante nas trajetórias de vida dos profissionais, que enfrentam o desafio de construir projetos de vida em contextos cada vez mais incertos. Diante de tão complexa tarefa, a orientação vocacional e ocupacional se propõe acompanhar as pessoas e favorecer as diversas transições, como é o ingresso na pós-graduação. Neste trabalho é analisado o constructo adaptação acadêmica no início do mestrado, variável que descreve a satisfação sobre aspectos relacionados com a experiência acadêmica, incluindo a satisfação acadêmica inicial, adaptação acadêmica inicial e motivação inicial. Também se relata informação sobre o desempenho acadêmico prévio e as expectativas de autoeficácia em uma amostra de 143 estudantes de mestrado em Ciências Sociais de universidades nacionais da Argentina. O estudo apresenta uma estratégia teórica metodológica quantitativa com delineamento multivariado de corte transversal. O instrumento utilizado foi um questionário autoadministrado. Alta satisfação acadêmica, adaptação, satisfação inicial e expectativa de autoeficácia são evidenciadas no início da transição para a mestria. Verificou-se, ainda, que maior satisfação acadêmica, maior expectativa de autoeficácia e que um índice alto dessas variáveis é acompanhado por maior avaliação positiva relacionada à adaptação aos estudos. Considera-se que a obtenção de informações atualizadas é valiosa para o desenho de dispositivos de acompanhamento que facilitam a transição dos estudantes para os estudos de mestrado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[maestría]]></kwd>
<kwd lng="es"><![CDATA[orientación vocacional]]></kwd>
<kwd lng="es"><![CDATA[adaptación académica]]></kwd>
<kwd lng="en"><![CDATA[master&#8217;s]]></kwd>
<kwd lng="en"><![CDATA[vocational guidance]]></kwd>
<kwd lng="en"><![CDATA[academic adaptation]]></kwd>
<kwd lng="pt"><![CDATA[mestrado]]></kwd>
<kwd lng="pt"><![CDATA[orientação vocacional]]></kwd>
<kwd lng="pt"><![CDATA[adaptação acadêmica]]></kwd>
</kwd-group>
</article-meta>
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