<?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>S2007-74672025000100014</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2403</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La importancia de la autorregulación y la meta cognición en estudiantes de la carrera de Ingeniería en Biotecnología]]></article-title>
<article-title xml:lang="en"><![CDATA[The importance of self-regulation and metacognition in students of the Biotechnology Engineering program]]></article-title>
<article-title xml:lang="pt"><![CDATA[A importância da autorregulação e da metacognição em estudantes de Engenharia Biotecnológica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Allende]]></surname>
<given-names><![CDATA[Lucero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Linares González]]></surname>
<given-names><![CDATA[Engelbert Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Monroy]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Biotecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Biotecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Biotecnología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación tiene como objetivo determinar si los estudiantes de nivel superior que estudian la carrera de ingeniería en biotecnología, implementan una autorregulación en los procesos de aprendizaje, en la realización y entrega de tareas y proyectos, e identificar los factores que impiden realizar sus actividades académicas, que técnicas de meta-cognición utilizan los estudiantes en su aprendizaje, en este proceso activo y repetitivo donde el estudiante actúa de manera independiente en su proceso de aprendizaje.  Se empleó el modelo de Zimmerman que se basa en tres fases: planificación, ejecución y autorreflexión. Para determinar los factores que influyen el no lograr un desarrollo meta-cognitivo y enfrentándose a un fracaso académico, se implementó el cuestionario modificado de Zimmerman y Martínez-Pons, titulado "Rating Student Self-Regulated Learning Outcomes: A Teacher Scale", a 80 estudiantes inscritos en la carrera de ingeniería en biotecnología de la Unidad Profesional Interdisciplinaria de Biotecnología durante el periodo 2024-2. Como resultado se destaca que los estudiantes, en los diferentes puntos, de mayor regulación del aprendizaje, tienen un alto nivel de motivación intrínseca al gestionar su aprendizaje en el manejo de emociones, que facilitan el éxito académico y confianza en sus habilidades para completar las tareas en el uso de estrategias meta cognitivas como la autoobservación y la autoevaluación, que permiten monitorear y ajustar su proceso de manera efectiva, con alta resiliencia a través de la planeación de sus actividades, en la práctica educativa, dada la demanda que tiene la biotecnología actualmente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research aims to determine whether higher-level students studying biotechnology engineering implement self-regulation in their learning processes, in the completion and submission of assignments and projects, and to identify the factors that impede their academic performance and the metacognitive techniques students use in their learning. This active and repetitive process, where students act independently, is an active process.  The Zimmerman model was used, which is based on three phases: planning, execution, and self-reflection. To determine the factors that influence failure to achieve metacognitive development and academic failure, the modified Zimmerman and Martínez-Pons questionnaire, entitled "Rating Student Self-Regulated Learning Outcomes: A Teacher Scale," was administered to 80 students enrolled in the biotechnology engineering program at the Interdisciplinary Professional Unit of Biotechnology during the 2024-2026 academic year. As a result, it is highlighted that students, at different points, of greater regulation of learning, have a high level of intrinsic motivation when managing their learning in the management of emotions, which facilitate academic success and confidence in their abilities to complete tasks in the use of metacognitive strategies such as self-observation and self-assessment, which allow monitoring and adjusting their process effectively, with high resilience through the planning of their activities, in educational practice, given the demand that biotechnology currently has.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa visa determinar se os alunos do nível superior que cursam engenharia biotecnológica implementam a autorregulação nos processos de aprendizagem, na conclusão e entrega de tarefas e projetos, e identificar os fatores que impedem os alunos de realizar suas atividades acadêmicas, quais técnicas metacognitivas os alunos utilizam em sua aprendizagem, nesse processo ativo e repetitivo onde o aluno atua de forma independente em seu processo de aprendizagem.  Foi utilizado o modelo de Zimmerman, que se baseia em três fases: planejamento, execução e autorreflexão. Para determinar os fatores que influenciam o fracasso no desenvolvimento metacognitivo e o enfrentamento do fracasso acadêmico, o questionário modificado de Zimmerman e Martínez-Pons, intitulado "Avaliação dos resultados da aprendizagem autorregulada dos alunos: uma escala do professor", foi aplicado com 80 alunos matriculados no programa de engenharia biotecnológica da Unidade Profissional Interdisciplinar de Biotecnologia durante o período de 2024-2026. Como resultado, destaca-se que os alunos, em diferentes momentos de maior regulação da aprendizagem, apresentam alto nível de motivação intrínseca na gestão de sua aprendizagem na gestão das emoções, o que facilita o sucesso acadêmico e a confiança em suas habilidades para a realização de tarefas na utilização de estratégias metacognitivas como a auto-observação e a autoavaliação, que permitem monitorar e ajustar seu processo de forma eficaz, com alta resiliência por meio do planejamento de suas atividades, na prática educacional, diante da demanda que a biotecnologia tem atualmente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autónomo]]></kwd>
<kwd lng="es"><![CDATA[manejo de emociones]]></kwd>
<kwd lng="es"><![CDATA[gestión del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[habilidades]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[autonomous learning]]></kwd>
<kwd lng="en"><![CDATA[emotion management]]></kwd>
<kwd lng="en"><![CDATA[learning management]]></kwd>
<kwd lng="en"><![CDATA[skills]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autônoma]]></kwd>
<kwd lng="pt"><![CDATA[gestão de emoções]]></kwd>
<kwd lng="pt"><![CDATA[gestão de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[habilidades]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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