<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412019000100136</article-id>
<article-id pub-id-type="doi">10.24320/redie.2019.21.e37.2131</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto mediador de la motivación autónoma en el aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Mediating Effect of Autonomous Motivation in Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara-Morales]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle Tapia]]></surname>
<given-names><![CDATA[Milenko del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Mujica]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos Fernández]]></surname>
<given-names><![CDATA[Lennia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Villalobos]]></surname>
<given-names><![CDATA[María Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antofagasta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412019000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412019000100136&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412019000100136&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las investigaciones destacan la necesidad de indagar los mecanismos psicológicos que intervienen en el desarrollo de los aprendizajes en el aula. El objetivo del estudio fue evaluar el rol mediador de los tipos de regulación que componen la motivación autónoma, en la relación entre percepción de apoyo a la autonomía, satisfacción académica y desempeño académico percibido por estudiantes universitarios. Los participantes fueron 229 estudiantes de primer año de cuatro universidades chilenas. El efecto mediador se evaluó utilizando el macro PROCESS para SPSS. Los resultados indicaron que tanto la regulación intrínseca como la regulación identificada intervienen parcialmente el efecto de la percepción de apoyo a la autonomía sobre la satisfacción académica, pero sólo la regulación intrínseca interviene totalmente el efecto sobre el desempeño académico. Se concluye que los tipos de regulación autónoma constituyen mecanismos a través de los cuales se influye positivamente en el bienestar y logro académico de estudiantes universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Motivación autónoma]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[análisis de mediación]]></kwd>
<kwd lng="en"><![CDATA[Autonomous motivation]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mediation analysis]]></kwd>
</kwd-group>
</article-meta>
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