<?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>2007-5936</journal-id>
<journal-title><![CDATA[Psicumex]]></journal-title>
<abbrev-journal-title><![CDATA[Psicumex]]></abbrev-journal-title>
<issn>2007-5936</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Sonora, Consorcio de Universidades Mexicanas A,C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-59362020000100061</article-id>
<article-id pub-id-type="doi">10.36793/psicumex.v10i1.342</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Variables cognitivas de los estudiantes universitarios: su relación con dedicación al estudio y rendimiento académico]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive Variables of University Students: their Relationship with Dedication to Study and Academic Performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrera Hernández]]></surname>
<given-names><![CDATA[Laura Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vales García]]></surname>
<given-names><![CDATA[Javier José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sotelo-Castillo]]></surname>
<given-names><![CDATA[Mirsha Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos-Estrada]]></surname>
<given-names><![CDATA[Dora Yolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ocaña-Zúñiga]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ciencias y Artes de Chiapas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>61</fpage>
<lpage>74</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-59362020000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-59362020000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-59362020000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo como objetivo probar empíricamente un modelo hipotético para explicar la dedicación al estudio y el rendimiento académico, a través de variables cognitivas de estudiantes universitarios, tales como autorregulación, orientación hacia el futuro y estrategias de aprendizaje. Participaron 187 estudiantes de una universidad del sur de México. En el modelo propuesto se predijo que la orientación hacia el futuro, autorregulación y estrategias de aprendizaje influirían en la dedicación al estudio y el rendimiento académico de los estudiantes. El modelo teórico fue probado mediante ecuaciones estructurales y los resultados mostraron indicadores de bondad de ajuste, por lo tanto, se entiende que los datos respaldan las relaciones propuestas. La relevancia de este estudio radica en su naturaleza integradora, ya que las variables en cuestión han sido estudiadas y su relación con el rendimiento académico ha sido comprobada; sin embargo, la generalidad de las investigaciones ha medido esta relación a través de correlaciones aisladas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to empirically test a model to explain the dedication to study and academic performance through cognitive variables of university students, such as self-regulation, future orientation, and learning strategies. One hundred eighty-seven students from a university in southern Mexico participated. The proposed model predicted that future orientation, self-regulation, and learning strategies would influence the dedication to study and the academic performance of students. Such model was tested through structural equations modeling; their results showed goodness of fit, so the data support the proposed relationships. The relevance lies in its integrative nature since the majority of research has measured this relationship through isolated correlations between variables.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[orientación al futuro]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[dedicación al estudio]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[future orientation]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[study dedication]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
</kwd-group>
</article-meta>
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