<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000100023</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i36.897</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dimensiones de la autorregulación docente: interés intrínseco y orientación a la meta]]></article-title>
<article-title xml:lang="en"><![CDATA[Dimensions of teacher self-regulation: intrinsic interest and goal orientation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dimensões da autorregulação do professor: interesse intrínseco e orientação para metas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baeza-Sepúlveda]]></surname>
<given-names><![CDATA[Catherine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez-Delgado]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mella-Norambuena]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Angulo]]></surname>
<given-names><![CDATA[Yaranay]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zañartu]]></surname>
<given-names><![CDATA[Carola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica Federico Santa María  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Finis Terrae  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>36</numero>
<fpage>23</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio comparó el interés intrínseco y la orientación a la meta de dominio en docentes, según características sociodemográficas durante el retorno a clases presenciales después de la pandemia COVID-19. Se utilizó un diseño descriptivo correlacional transversal. El cuestionario fue respondido por 157 docentes de escuelas secundarias en Chile. Los resultados mostraron una relación significativa y positiva entre interés intrínseco, orientación a la meta de dominio; no existió diferencia significativa en estas variables regulatorias según sexo y tipo de contrato; los docentes con más de 10 años de experiencia presentaron mayores niveles interés intrínseco que docentes con menos años de experiencia, no existió diferencia significativa entre la variable orientación a la meta y años de experiencia. Se requieren más estudios para identificar factores intervinientes que influyan en el interés intrínseco y orientación a la meta del profesorado y consecuentemente permiten mejorar estas variables por medio del modelado en sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study compared intrinsic interest and mastery goal orientation in teachers according to sociodemographic characteristics during the return to face-to-face classes after the COVID-19 pandemic. A cross-sectional descriptive correlational design was used. The questionnaire was answered by 157 secondary school teachers in Chile. The results showed a significant and positive relationship between intrinsic interest, mastery goal orientation; there was no significant difference in these regulatory variables according to sex and type of contract; teachers with more than 10 years of experience presented higher levels of intrinsic interest than teachers with less years of experience; there was no significant difference between the variable goal orientation and years of experience. More studies are needed to identify intervening factors that influence teachers' intrinsic interest and goal orientation and consequently allow them to improve these variables by modeling them in their students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo comparou o interesse intrínseco e a orientação para metas de domínio em professores de acordo com as características sociodemográficas durante o retorno às aulas presenciais após a pandemia da COVID-19. Foi utilizado um projeto descritivo correlacional transversal. O questionário foi respondido por 157 professores do ensino médio no Chile. Os resultados mostraram uma relação significativa e positiva entre interesse intrínseco, orientação para metas de domínio; não houve diferença significativa nessas variáveis reguladoras de acordo com o gênero e o tipo de contrato; os professores com mais de 10 anos de experiência apresentaram níveis mais altos de interesse intrínseco do que os professores com menos anos de experiência; não houve diferença significativa entre orientação para metas e anos de experiência. São necessários mais estudos para identificar os fatores intervenientes que influenciam o interesse intrínseco e a orientação para metas dos professores e, consequentemente, permitir que eles aprimorem essas variáveis por meio da modelagem de seus alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Interés intrínseco]]></kwd>
<kwd lng="es"><![CDATA[Orientación a la meta de dominio]]></kwd>
<kwd lng="es"><![CDATA[Postpandemia]]></kwd>
<kwd lng="es"><![CDATA[Variables Sociodemográficas]]></kwd>
<kwd lng="en"><![CDATA[Secondary Education]]></kwd>
<kwd lng="en"><![CDATA[Intrinsic Interest]]></kwd>
<kwd lng="en"><![CDATA[Mastery Goal Orientation]]></kwd>
<kwd lng="en"><![CDATA[Postpandemic]]></kwd>
<kwd lng="en"><![CDATA[Sociodemographic Variables]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Interesse intrínseco]]></kwd>
<kwd lng="pt"><![CDATA[Orientação para metas de domínio]]></kwd>
<kwd lng="pt"><![CDATA[Pós-pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Variáveis sociodemográficas]]></kwd>
</kwd-group>
</article-meta>
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