<?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>S2007-28722024000300186</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2024.44.1898</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programas de entrenamiento para promover la autorregulación del aprendizaje en estudiantes universitarios: una revisión sistemática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programas de Treinamento para Promover a Autorregulação da Aprendizagem em Estudantes Universitários: Uma Revisão Sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Training Programs to Encourage Self-regulation of Learning in College Students: a Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inzunza-Melo]]></surname>
<given-names><![CDATA[Bárbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez-Delgado]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Facultad de Ciencias Biológicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</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>15</volume>
<numero>44</numero>
<fpage>186</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722024000300186&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722024000300186&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722024000300186&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se realizó una revisión sistemática de investigaciones publicadas entre 2019 y 2023 en tres bases de datos indexadas. El objetivo fue caracterizar las investigaciones empíricas sobre programas de entrenamiento para promover la autorregulación del aprendizaje en estudiantes universitarios. Se utilizó el método PRISMA, que resultó en 41 artículos seleccionados de 445 textos examinados. Se evidencia escasa implementación de programas de intervención a nivel sudamericano, una gran diversidad de instrumentos de medición y un bajo reporte del tamaño del efecto de la intervención.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo realiza uma revisão sistemática de pesquisas publicadas entre 2019 e 2023 em três bases de dados indexadas com o objetivo de caracterizar pesquisas empíricas sobre programas de formação para promover a autorregulação da aprendizagem em estudantes universitários. Utilizou-se o método PRISMA, que resultou em 41 artigos selecionados de 445 textos examinados. Evidencia-se pouca implementação de programas de intervenção na América do Sul, uma grande diversidade de instrumentos de medição e um baixo informe do tamanho do efeito da intervenção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a systematic review of research published between 2019 and 2023 in three indexed databases. It aims to characterize empirical research about training programs designed to promote self-regulation of learning in university students. The authors utilized the PRISMA method and identified 41 articles out of 445 texts analyzed. The findings indicate a limited implementation of intervention programs at the South American level, a wide variety of measurement tools, and a lack of rigorous control over the actual impact of the interventions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[estrategias cognitivas]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autorregulada]]></kwd>
<kwd lng="pt"><![CDATA[estratégias cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[cognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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