<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802025000100120</article-id>
<article-id pub-id-type="doi">10.32870/ap.v17n1.2607</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Variables asociadas a las estrategias de aprendizaje autorregulado que emplean los estudiantes en la modalidad virtual en una institución de educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Variables associated with self-regulated learning strategies employed by students in the virtual modality at a higher education institution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sapién Aguilar]]></surname>
<given-names><![CDATA[Alma Lilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piñón Howlet]]></surname>
<given-names><![CDATA[Laura Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chihuahua  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>120</fpage>
<lpage>135</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802025000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802025000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802025000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aprendizaje autorregulado es fundamental porque permite a los individuos gestionar de forma autónoma su proceso de aprendizaje. Esta investigación tuvo como objetivo evaluar las relaciones entre las variables asociadas a las estrategias de aprendizaje autorregulado empleadas por estudiantes en la modalidad virtual en una institución de educación superior del área económico-administrativa. El método utilizado fue de tipo cuantitativo, aplicado, no experimental, transeccional y correlacional. La población estuvo conformada por 726 alumnos de nivel licenciatura, y la muestra fue de 222 estudiantes seleccionados mediante muestreo probabilístico, donde todos los individuos de la población tuvieron la misma probabilidad de ser seleccionados. Se utilizó un cuestionario con 33 preguntas en escala deLikert del 1 al 5 para recolectar datos. Los resultados indicaron una tendencia positiva hacia la autorregulación, la organización y la motivación intrínseca de los estudiantes en el aprendizaje en línea. Muchos alumnos demostraron emplear estrategias efectivas, como la fijación de metas, la administración del tiempo y la valoración de las tareas. Sin embargo, se identificaron desafíos significativos, especialmente en la gestión del tiempo y la adaptación a las clases virtuales, donde algunos estudiantes presentaron hábitos de estudio inconsistentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Self-regulated learning is fundamental because it enables individuals to independently manage their learning process. This study aimed to analyze the relationships between the variables associated with self-regulated learning strategies used by students in a virtual modality at a higher education institution within the economic-administrative field. The method used was quantitative, applied, non-experimental, cross-sectional, and correlational. The target population consisted of 726 undergraduate students, and the sample included 222 students selected through probabilistic sampling, where every individual in the population had an equal chance of being chosen. A questionnaire with 33 questions on a Likert-scale from 1 to 5 was used to collect data. The results revealed a positive trend in self-regulation, organization, and intrinsic motivation among students in online learning. Many students demonstrated the use of effective strategies such as goal setting, time management, and task valuation. However, significant challenges were identified, particularly in time management and adaptation to virtual classes, where some students exhibit inconsistent study habits.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[autoaprendizaje]]></kwd>
<kwd lng="es"><![CDATA[plataformas digitales]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje virtual]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[Learning Strategies]]></kwd>
<kwd lng="en"><![CDATA[Self-learning]]></kwd>
<kwd lng="en"><![CDATA[digital platforms]]></kwd>
<kwd lng="en"><![CDATA[virtual learning]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Springer-Verlag Publishing]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
