<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100600</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1767</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño y validación de una escala breve de estrategias de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Design and validation of a brief scale of learning strategies]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenho e validação de uma breve escala de estratégias de aprendizagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez Hinojosa]]></surname>
<given-names><![CDATA[Luz Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo De León]]></surname>
<given-names><![CDATA[Mónica Azucena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas Rodríguez]]></surname>
<given-names><![CDATA[Magaly]]></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[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Nuevo León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100600&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100600&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100600&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Introducción. El modelo por competencias imperante en las distintas instituciones educativas de nivel superior exige el desarrollo de la autorregulación en los alumnos, de modo que puedan ser los responsables de planear y ejecutar acciones para el logro de los aprendizajes. Una vía para alcanzar dicha meta es el conocimiento y aplicación de distintas estrategias de aprendizaje. Objetivo. Por ello, el presente estudio de tipo instrumental tuvo como propósito diseñar y evaluar las propiedades psicométricas de una escala de estrategias de aprendizaje. Método y materiales. Para tal fin, se creó la escala breve de estrategias de aprendizaje que fue sometida al análisis de expertos y después aplicada a una muestra de 1975 universitarios. Resultados. Tanto el análisis factorial exploratorio como el confirmatorio arrojaron una estructura de dos dimensiones, en las cuales fue preciso eliminar dos ítems para que los indicadores de ajuste fueran adecuados. La confiabilidad de los factores se obtuvo mediante tres criterios y todos evidenciaron la fiabilidad del instrumento. Conclusiones. Los resultados evidencian que se cumplió con el propósito del estudio de dotar a la psicometría de un instrumento válido y confiable que permita examinar las estrategias de aprendizaje en estudiantes universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Introduction. The prevailing competency model in the different higher education institutions requires the development of self-regulation in students, where they are responsible for planning and executing actions to achieve learning. One way to achieve this goal is the knowledge and application of different learning strategies. Objective. For this reason, the present instrumental study had the purpose of designing and evaluating the psychometric properties of a scale of learning strategies. Method and material. For this purpose, the Brief Scale of Learning Strategies was created, which was carried out through expert analysis and later applied to a sample of 1,975 university students. Results. Both exploratory and confirmatory factor analysis showed a two-dimensional structure, requiring two items to be eliminated for the default fit indicators to be adequate. The reliability of the factors was obtained through three criteria and all evidenced the reliability of the instrument. Conclusions. The results show that the purpose of the study of providing the discipline of psychometry with a valid and reliable instrument that allows examining the learning strategies of university students was fulfilled.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Introdução. O modelo baseado em competências que prevalece nas diferentes instituições de ensino superior exige o desenvolvimento da autorregulação nos alunos, para que estes possam ser responsáveis pelo planejamento e execução de ações para alcançar a aprendizagem. Uma forma de atingir esse objetivo é o conhecimento e aplicação de diferentes estratégias de aprendizagem. Mirar. Portanto, o objetivo deste estudo instrumental foi projetar e avaliar as propriedades psicométricas de uma escala de estratégias de aprendizagem. Método e materiais. Para o efeito, foi criada a escala breve de estratégias de aprendizagem, que foi submetida à análise de peritos e posteriormente aplicada a uma amostra de 1975 estudantes universitários. Resultados. Tanto a análise fatorial exploratória quanto a confirmatória produziram uma estrutura bidimensional, na qual foi necessária a eliminação de dois itens para que os indicadores de ajuste fossem adequados. A confiabilidade dos fatores foi obtida através de três critérios e todos evidenciaram a confiabilidade do instrumento. Conclusões. Os resultados mostram que o objetivo do estudo de dotar a psicometria de um instrumento válido e confiável que permita examinar estratégias de aprendizagem em estudantes universitários foi alcançado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[diseño de instrumentos]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[autoaprendizaje]]></kwd>
<kwd lng="en"><![CDATA[learning strategy]]></kwd>
<kwd lng="en"><![CDATA[test design]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[self-learning]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[desenho de instrumentos]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[autoaprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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