<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000200964</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2617</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos de aprendizaje del cuestionario Honey-Alonso y rendimiento académico en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Honey-Alonso questionnaire learning styles and academic performance in college students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estilos de aprendizagem do questionário Honey-Alonso e desempenho académico em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ledesma]]></surname>
<given-names><![CDATA[Elena Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chavarría Báez]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Sánchez]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Cómputo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Cómputo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Cómputo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200964&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200964&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200964&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se reporta una investigación que tuvo como propósito analizar la relación entre los estilos de aprendizaje Activo, Reflexivo, Teórico y Práctico, medidos con el Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA), y el rendimiento académico de 264 estudiantes de Sistemas Computacionales (SC) e Inteligencia Artificial (IA) de una institución pública de la Ciudad de México. La consistencia interna se evaluó mediante &#969; de McDonald para cada estilo y se estimaron intervalos de confianza del 95% (IC 95%) mediante remuestreo bootstrap con 1 000 iteraciones. Dado que &#969; &#8805; 0.79, se concluyó que las subescalas del CHAEA presentan adecuada consistencia interna en la muestra. La media indica una tendencia moderada hacia el estilo Reflexivo (M = 15.70) frente a los otros tres estilos. Se aplicó la correlación de Spearman (&#961;) para evaluar la relación entre estilos y rendimiento. No se observaron correlaciones estadísticamente significativas para ningún estilo (p &gt; 0.05); el tamaño del efecto (r) fue pequeño y los IC 95% incluyeron 0 en todos los casos, lo que refuerza la ausencia de asociación entre las variables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examined the association between Active, Reflective, Theoretical, and Pragmatic learning styles-measured with the Honey-Alonso Learning Styles Questionnaire (CHAEA)-and academic performance in a sample of 264 undergraduates from Computer Systems and Artificial Intelligence programs at a public institution in Mexico City. Internal consistency was assessed with McDonald&#8217;s &#969; for each subscale, and 95% confidence intervals (95% CI) were estimated via bootstrap resampling with 1,000 iterations. Given &#969; &#8805; 0.79, CHAEA subscales showed adequate internal consistency in this sample. Students displayed a moderate tendency toward the Reflective style (M = 15.70). Spearman&#8217;s rank correlation (&#961;) revealed no statistically significant associations between learning styles and academic performance (p &gt; .05); effect sizes (r) were small, and 95% CIs included 0 in all cases, corroborating the absence of a meaningful association.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisou a relação entre os estilos de aprendizagem Ativo, Reflexivo, Teórico e Pragmático, medidos pelo Questionário Honey-Alonso de Estilos de Aprendizagem (CHAEA), e o desempenho acadêmico de 264 estudantes dos cursos de Sistemas Computacionais e Inteligência Artificial de uma instituição pública na Cidade do México. A consistência interna foi avaliada por meio do &#969; de McDonald para cada subescala, e os intervalos de confiança de 95% (IC 95%) foram estimados via reamostragem bootstrap com 1 000 iterações. Dado que &#969; &#8805; 0.79, as subescalas do CHAEA apresentaram consistência interna adequada nesta amostra. Observou-se tendência moderada para o estilo Reflexivo (M = 15.70). A correlação de Spearman (&#961;) não indicou associações estatisticamente significativas entre estilos e desempenho (p &gt; 0.05); os tamanhos de efeito (r) foram pequenos, e os IC 95% incluíram 0 em todos os casos, reforçando a ausência de associação significativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[CHAEA]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[learning styles]]></kwd>
<kwd lng="en"><![CDATA[CHAEA]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="pt"><![CDATA[estilos de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[CHAEA]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[desempenho académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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