<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712018000100008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Es posible predecir el rendimiento académico? La regulación de la conducta como un indicador del rendimiento académico en estudiantes de educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Can academic achievement be predicted? Behavior regulation as an indicator of academic achievement in higher education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynoso Orozco]]></surname>
<given-names><![CDATA[Orlando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Méndez-Luévano]]></surname>
<given-names><![CDATA[Tanya Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de La Ciénega ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias Sociales y Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>16</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712018000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712018000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712018000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente trabajo fue encontrar una relación entre el rendimiento académico y los índices de regulación conductual evaluados mediante el inventario de funciones ejecutivas BRIEF-A. Se evaluó una muestra de 88 estudiantes de educación superior y como medidas del rendimiento académico se utilizaron: el promedio de la escuela preparatoria de procedencia, el puntaje de la prueba de admisión a la Universidad de Guadalajara y el puntaje de la prueba de aptitud académica College Board. Se encontró una correlación negativa entre el rendimiento académico y las escalas clínicas del BRIEF-A, del índice de regulación conductual (IRC), el índice de metacognición (MI), así como de la composición ejecutiva global (CEG). Se correlacionó un menor rendimiento académico con mayores puntajes en las distintas escalas e índices del BRIEF-A, lo que puede ser interpretado como que la regulación de la conducta y las emociones en la vida cotidiana están reflejando los procesos de atención y del control inhibitorio asociados y necesarios para tener éxito en la vida académica y con un mejor rendimiento académico. De tal manera que las funciones ejecutivas evaluadas mediante el cuestionario BRIEF-A podrían ser utilizadas como indicadores o predictores conductuales del rendimiento académico en estudiantes de nivel superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of the present study was to find a relationship between academic achievement and the behavioral regulation indexes evaluated by the BRIEF-A inventory of executive functions. A sample of 88 higher education students were evaluated. The academic achievement measures used were their high school average grades, their score in the test for admission to the University of Guadalajara, and their score in the College Board academic skills test. A negative correlation was found between academic achievement and the clinical scales of the BRIEF-A, the behavior regulation index (BRI), the metacognition index (MCI), and the global executive composition (GEC). Lower academic achievement was correlated with higher scores in different BRIEF-A scales and indexes, so these results suggest that the regulation of behavior and emotions in daily life reflect the attentional processes and inhibitory control that are necessary for and associated with successful academic life, and therefore, with better academic achievement. Thus, executive functions evaluated by the BRIEF-A questionnaire could be used as behavioral indicators or predictors of academic achievement in higher education students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[BRIEF-A]]></kwd>
<kwd lng="es"><![CDATA[control de la conducta]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement]]></kwd>
<kwd lng="en"><![CDATA[BRIEF-A]]></kwd>
<kwd lng="en"><![CDATA[behavior control]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
</kwd-group>
</article-meta>
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