<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572024000200026</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.50.23536</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Funciones ejecutivas y gestión del aprendizaje autorregulado en estudiantes de carreras de medicina y salud]]></article-title>
<article-title xml:lang="en"><![CDATA[Executive functions and management of self-regulated learning in medical and health care students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lepe-Martínez]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinochet-Quiroz]]></surname>
<given-names><![CDATA[Palmenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gálvez-Gamboa]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno-Cerda]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tapia-Castro]]></surname>
<given-names><![CDATA[Yanina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durán-González]]></surname>
<given-names><![CDATA[Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Educación Departamento de Diversidad e Inclusividad Educativa]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Dirección General de Docencia Centro de Desarrollo e Innovación Docente]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Sociales y Económicas Departamento de Economía y Administración]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Diego Portales Facultad de Medicina Educación Médica y Centro de Simulación Clínica]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Medicina Departamento de Ciencias Preclínicas]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Medicina Departamento de Ciencias Clínicas]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>50</numero>
<fpage>26</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000200026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000200026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000200026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción Las funciones ejecutivas (FE) son uno de los componentes más relevantes para el éxito académico de niños(as) y jóvenes, porque permite la regulación eficaz de procesos cognitivos, el ajuste social y el buen desempeño académico. La gestión del aprendizaje autorregulado (GAAR) permite que los estudiantes puedan buscar de manera consciente estrategias para aprender y se motiven a sí mismos, lo que facilita la búsqueda activa de solución a los problemas, generando alternativas y que puedan anticipar respuestas.  Objetivo El propósito de esta investigación fue analizala relación existente entre funciones ejecutivas, gestión del aprendizaje autorregulado y rendimiento académico (RA) en universitarios de primer año del área de ciencias de la salud y medicina.  Método Se utilizó un enfoque cuantitativo, descriptivo y corte transversal, a partir de una muestra de 101 estudiantes de edades entre 17 y 27 años (M = 18.71, DE = 1.18), donde 64 eran mujeres (63.4%) y eran 37 eran hombres (36.6%). Del total, 51 corresponden a estudiantes de la carrera de Medicina y 50 de Química y Farmacia. Se utiliza como variable dependiente el rendimiento académico y como independientes las FE y GAAR, se analiza el objetivo mediante correlaciones de Spearman y la prueba Kruskall-Wallis.  Resultados Los resultados muestran que existe relación significativa entre las FE y GAAR y las FE de monitorización, flexibilidad cognitiva y planificación con el rendimiento académico.  Conclusiones Se demuestra un buen desarrollo de habilidades relacionadas con las variables estudiadas. En el caso de GAAR y el RA, se evidenció una relación significativa en las dimensiones de autogestión del aprendizaje y percepción del desempeño académico. Se cree relevante seguir profundizando la relación entre FE y GAAR y de estas variables con el RA, y considerar estos resultados en los planes de apoyo que se generen para estudiantes de primer año universitario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction Executive functions (EF) are one of the most relevant components for the academic success of children and young people, as they enable effective regulation of cognitive processes, social adjustment, and academic performance. On the other hand, self-regulated learning management (SRLM) allows students to consciously seek strategies for learning, self-motivated, and have confidence in their abilities as learners, facilitating active problems solving, generating alternatives, and anticipating responses.  Objective The purpose of this research was to analyze the relationship between executive functions, self-regulated learning management, and academic performance in first-year university in the health sciences and medicine field.  Method A quantitative, descriptive and cross-sectional approach was used, based on a sample of 101 students aged between 17 and 27 years (M=18.71, SD=1.18), where 64 were female (63.4%) and 37 were male (36.6%). Of the total, 51 were medical students and 50 were chemistry and pharmacy students. Academic performance was used as the dependent variable and SF and GAAR as independent variables, and the objective was analyzed using Spearman correlations and the Kruskall-Wallis test.  Results The results show a significant relationship between EF and SRLM, as well as between monitoring, cognitive flexibility, and planning EF with academic performance.  Conclusions A good development of skills related to the variables studied is demonstrated. In the case of SRLM and academic performance, a significant relationship was evidenced in the dimensions of self-management of learning and perception of academic performance. It is considered relevant to further investigate the relationship between FE and SRLM, as well as these variables with the AP, and to consider these results in the support plans generated for first-year university students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[gestión del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="en"><![CDATA[Executive functions]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning management]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[medical education]]></kwd>
</kwd-group>
</article-meta>
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