<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722023000100116</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2023.39.1532</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje autorregulado en estudiantes universitarios durante la contingencia COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem autorreguladas em estudantes universitários durante a contingência da COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulated learning strategies in university students during the COVID-19 period]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Demuner-Flores]]></surname>
<given-names><![CDATA[María-del-Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibarra-Cisneros]]></surname>
<given-names><![CDATA[Manuel-Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nava-Rogel]]></surname>
<given-names><![CDATA[Rosa-María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Contaduría y Administración ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Ciencias Administrativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Contaduría y Administración ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>39</numero>
<fpage>116</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722023000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722023000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El trabajo autorregulado cobró especial importancia ante la emergencia para encontrar soluciones a las problemáticas implicadas en el distanciamiento social y el cambio en las condiciones de la enseñanza. El objetivo de esta investigación fue analizar el uso de estrategias de aprendizaje y su relación con el rendimiento del aprendizaje en el contexto de educación en línea, derivado de la contingencia COVID-19. Se desarrolló un estudio descriptivo, transversal y de enfoque cuantitativo con una muestra de 611 estudiantes de una universidad mexicana. Los resultados revelaron que, aunque no disfrutaron la educación en línea orillada por la pandemia, su rendimiento del aprendizaje fue satisfactorio. El modelo de regresión jerárquica mostró alta influencia predictiva del uso de las estrategias de aprendizaje y baja influencia del contexto en el rendimiento del aprendizaje. Se desprende la necesidad de incrementar el desarrollo del aprendizaje autorregulado; para ello, los profesores deben fortalecer competencias pedagógicas y digitales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O trabalho autorregulado tornou-se especialmente importante diante da emergência para encontrar soluções para os problemas relacionados ao distanciamento social e na mudança nas condições de ensino. O objetivo desta pesquisa foi analisar o uso de estratégias de aprendizagem e sua relação com o desempenho da aprendizagem no contexto da educação on-line, derivada da contingência da COVID-19. Foi desenvolvido um estudo descritivo, transversal e de enfoque quantitativo com uma amostra de 611 estudantes de uma universidade mexicana. Os resultados revelaram que, embora não gostassem de educação on-line derivada da pandemia, seu desempenho de aprendizagem foi satisfatório. O modelo de regressão hierárquica mostrou alta influência preditiva do uso de estratégias de aprendizagem e baixa influência do contexto no desempenho da aprendizagem. Manifesta-se a necessidade de aumentar o desenvolvimento da aprendizagem autorregulada; para isso, os professores devem fortalecer as habilidades pedagógicas e digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Self-regulated work became especially important during the emergency due to COVID-19 in order to find solutions to the problems that involved social distancing and the modification of teaching conditions. The aim of this research was to analyze the use of learning strategies and their relationship with learning performance in the context of online education, derived from the COVID-19 emergency period. A descriptive, cross-sectional and quantitative approach study was carried out with a sample of 611 students from a Mexican university. The results revealed that, although they did not enjoy online education due to the pandemic, their learning achievements were satisfying. The hierarchical regression model showed high predictive influence of the use of learning strategies and low influence of context on learning performances. The need to increase the development of self-regulated learning emerged; to do so, teachers should strengthen pedagogical and digital competencies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educacion virtual]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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