<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412024000100109</article-id>
<article-id pub-id-type="doi">10.24320/redie.2024.26.e09.4985</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprender a aprender en las universidades españolas, ¿una competencia transversal?]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning to Learn in Spanish Universities: A Transversal Competence?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moctezuma-Ramírez]]></surname>
<given-names><![CDATA[Evelyn Eunise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-García]]></surname>
<given-names><![CDATA[Fran J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Pérez]]></surname>
<given-names><![CDATA[Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escalante Ferrer]]></surname>
<given-names><![CDATA[Ana Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yurén]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Morelos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue conocer cómo se programa la competencia &#8220;Aprender a aprender&#8221; (AaA) en el currículum universitario y en qué medida se prevé que los estudiantes aprendan a aprender en la universidad. Se analizaron los componentes de AaA en los programas docentes de las universidades españolas, específicamente en las titulaciones de Pedagogía e Ingeniería en Telecomunicaciones. Se revisaron 20 321 competencias programadas para desarrollar a lo largo de 228 000 horas de formación. Se utilizó un modelo teórico para detectar la presencia de los componentes y se analizó su relación con las competencias disciplinares y transversales. Los resultados muestran la intención de enseñar a aprender para la disciplina, no sólo en sentido transversal; además, se observó un mayor peso al procesamiento de la información que al aprendizaje colaborativo y a la motivación. Se discuten las implicaciones teóricas de esta competencia y su transferencia entre disciplinas en educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This study aims to understand how the &#8220;learning to learn&#8221; (LtL) competence is built into university curricula and the extent to which students are expected to learn to learn in college. We analyzed LtL components in the syllabi of Spanish universities, specifically in pedagogy and telecommunications engineering degrees, reviewing a total of 20,321 competencies set out to be developed over 228,000 hours of instruction. A theoretical model was employed to detect these components and we analyzed their association with disciplinary and transversal competencies. The results show an intention to teach LtL for the discipline and not simply as a transversal competence. We also observed a greater emphasis on information processing than on collaborative learning and motivation. We discuss the theoretical implications of this competence and how it can be transferred between disciplines in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprender a aprender]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de las habilidades]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[learning to learn]]></kwd>
<kwd lng="en"><![CDATA[competencies]]></kwd>
<kwd lng="en"><![CDATA[skills development]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ausubel]]></surname>
<given-names><![CDATA[D. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational psychology. A cognitive view]]></source>
<year>1968</year>
<publisher-name><![CDATA[Holt, Rinehart, and Winston]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Social foundations of thought and action: A social cognitive theory]]></source>
<year>1986</year>
<publisher-name><![CDATA[Prentice-Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barrows]]></surname>
<given-names><![CDATA[H. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Tamblyn]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Problem-based learning: An approach to medical education]]></source>
<year>1980</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Caena]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Redecker]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DIGCOMPEDU)]]></article-title>
<source><![CDATA[European Journal of Education]]></source>
<year>2019</year>
<volume>54</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>356-69</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Deakin-Crick]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Stringher]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ren]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning to learn. International perspectives from theory and practice]]></source>
<year>2014</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Echols]]></surname>
<given-names><![CDATA[D. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Neely]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Dusick]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding faculty training in competency-based curriculum development]]></article-title>
<source><![CDATA[The Journal of Competency-Based Education]]></source>
<year>2018</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Esterling]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Brady]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Schwitzgebel]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The necessity of construct and external validity for deductive causal claims]]></article-title>
<source><![CDATA[OSF Preprints]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<collab>European Commission</collab>
<source><![CDATA[Council Recommendation of 22 May 2018 on key competences for lifelong learning]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gargallo]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza centrada en el aprendizaje y diseño por competencias en la Universidad. Fundamentación, procedimientos y evidencias de aplicación e investigación]]></source>
<year>2017</year>
<publisher-name><![CDATA[Tirant Humanidades]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gargallo]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Almerich]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[García-García]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El cuestionario CECAPEU. Un instrumento para evaluar la competencia aprender a aprender en estudiantes universitarios]]></article-title>
<source><![CDATA[RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa]]></source>
<year>2021</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gargallo]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez-Pérez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[García-García]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Giménez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Portillo]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La competencia aprender a aprender en la universidad: propuesta de modelo teórico]]></article-title>
<source><![CDATA[Educación XX1]]></source>
<year>2020</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-44</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gimeno]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teoría de la enseñanza y desarrollo del currículo]]></source>
<year>1981</year>
<publisher-name><![CDATA[Anaya]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hadwin]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Järvelä]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-Regulation, co-regulation, and shared regulation in collaborative learning environments]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational psychology handbook series. Handbook of self-regulation of learning and performance]]></source>
<year>2019</year>
<edition>2nd ed.</edition>
<page-range>83-106</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Columbus]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Innovate and evaluate. Expanding the research base for competency-based education]]></source>
<year>2016</year>
<publisher-name><![CDATA[American Enterprise Institute]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lachman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lachman]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Butterfield]]></surname>
<given-names><![CDATA[E. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cognitive psychology and information processing: An introduction]]></source>
<year>1979</year>
<edition>1st ed.</edition>
<publisher-name><![CDATA[Psychology Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validity of academic work indicators in the projected European Higher Education Area]]></article-title>
<source><![CDATA[Higher Education]]></source>
<year>2007</year>
<volume>53</volume>
<page-range>739-47</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Millar]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interdisciplinary curriculum reform in the changing university]]></article-title>
<source><![CDATA[Teaching in Higher Education]]></source>
<year>2016</year>
<volume>21</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>471-83</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Theories of developmental psychology]]></source>
<year>2011</year>
<publisher-name><![CDATA[Worth Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Gash]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[I can&#8217;t yet and growth mindset]]></article-title>
<source><![CDATA[Constructivist Foundations]]></source>
<year>2020</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>83-94</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quinn]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Re-imagining curriculum: Spaces for disruption]]></source>
<year>2019</year>
<publisher-name><![CDATA[Sun Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Radovan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive and metacognitive aspects of key competency &#8220;learning to learn.&#8221;]]></article-title>
<source><![CDATA[Pedagogika]]></source>
<year>2019</year>
<volume>133</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>28-42</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Säfström]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Liveable life, educational theory and the imperative of constant change]]></article-title>
<source><![CDATA[European Educational Research Journal]]></source>
<year>2018</year>
<volume>17</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>621-30</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[san Martín]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Jerónimo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La evaluación del alumnado universitario en el Espacio Europeo de Educación Superior]]></article-title>
<source><![CDATA[Aula Abierta]]></source>
<year>2016</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-14</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez&#8208;Elvira]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[López&#8208;González]]></surname>
<given-names><![CDATA[M. Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández&#8208;Sánchez]]></surname>
<given-names><![CDATA[M. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de las competencias genéricas en los nuevos títulos de grado del EEES en las universidades españolas]]></article-title>
<source><![CDATA[REDU. Revista de Docencia Universitaria]]></source>
<year>2011</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>35-71</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sola]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Marín]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[S. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de percepciones del estudiantado del Máster de Secundaria respecto a las competencias profesionales del docente]]></article-title>
<source><![CDATA[Revista Electrónica Interuniversitaria de Formación del Profesorado]]></source>
<year>2020</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-93</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spearman]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[General intelligence objectively determined and measured]]></article-title>
<source><![CDATA[American Journal of Psychology]]></source>
<year>1904</year>
<volume>15</volume>
<page-range>201-93</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stonkuvien&#279;]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Concept of learning to learn and its context in the curriculum of preschool educational institutions]]></article-title>
<source><![CDATA[Pedagogika]]></source>
<year>2018</year>
<volume>131</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>110-28</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vosniadou]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Darmawan]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Lawson]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Deur]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Jeffries]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Wyra]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers]]></article-title>
<source><![CDATA[Metacognition Learning]]></source>
<year>2021</year>
<volume>19</volume>
<page-range>523-54</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Winne]]></surname>
<given-names><![CDATA[P. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hadwin]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Studying as self-regulated engagement in learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunlosky]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Graesser]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition in educational theory and practice]]></source>
<year>1998</year>
<page-range>277-304</page-range><publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yelland]]></surname>
<given-names><![CDATA[N. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wai Man Vivienne]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Policy into practice in Hong Kong pre-primary kindergartens: The impact of a reform agenda viewing early childhood as the foundation for lifelong learning]]></article-title>
<source><![CDATA[Early Years]]></source>
<year>2018</year>
<volume>38</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>102-17</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
