<?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>2448-8550</journal-id>
<journal-title><![CDATA[IE Revista de investigación educativa de la REDIECH]]></journal-title>
<abbrev-journal-title><![CDATA[IE Rev. investig. educ. REDIECH]]></abbrev-journal-title>
<issn>2448-8550</issn>
<publisher>
<publisher-name><![CDATA[Red de Investigadores Educativos Chihuahua A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-85502017000100091</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Exploración del proceso de aprendizaje autorregulado de estudiantes universitarios mayahablantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploration of the self-regulated learning process of Maya speaking university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chan Martín]]></surname>
<given-names><![CDATA[Elayne Dinorah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Islas]]></surname>
<given-names><![CDATA[Eugenio E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Intercultural Maya de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>14</numero>
<fpage>91</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-85502017000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-85502017000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-85502017000100091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La autorregulación es una capacidad distintiva del ser humano. Su influencia en el desempeño del aprendizaje académico es determinante. Los alumnos que autorregulan su aprendizaje monitorizan su comportamiento en relación con sus objetivos y reflexionan sobre los avances que se van produciendo. Se orientan a un aprendizaje transformador, no puramente reproductor. Esta investigación hace una exploración del proceso de aprendizaje autorregulado en estudiantes universitarios mayahablantes. La muestra se conformó por 40 alumnos de origen maya, de los cuales el 57.5% corresponde al sexo femenino y el 42.5% al masculino. El 30% de la muestra es mayahablante y el 67.5% habla castellano. Los sujetos de la muestra de la investigación cursaban el 6o. semestre de universidad, inscritos en seis diferentes programas educativos de la Universidad Intercultural Maya de Quintana Roo. Todos eran alumnos que estudiaban Lengua Maya Nivel IV. Para medir el nivel de autorregulación del aprendizaje se aplicó la escala de evaluación interactiva del proceso de enseñanza aprendizaje (EIPE-6). Los resultados indican que en el proceso de autorregulación en el aula, al relacionar las variables idioma y planificación, la correlación es significativa en el nivel 0.01 (r = -0.579) y en la autorregulación en general la correlación es significativa en el nivel 0.01 (r = -0.436). El 40% de los alumnos planifica, el 25% ejecuta lo planificado y el 45% autorreflexiona. El idioma no influye en el proceso del aprendizaje autorregulado. La autorregulación es una variable determinante para el aprendizaje transformador.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Self-regulation is a distinctive capacity of the human being. Its influence on the academic learning performance is decisive. Students who self-regulate their learning carefully observe their own behavior in relation to their goals and reflect on undergoing achievements, oriented towards transformative learning, not purely reproductive. This research makes an exploration of the self-regulated learning process in university students. The sample consisted of 40 students of Mayan origin, of which 57.5% is female and 42.5% male. The subjects of the research sample attended the 6th semester of university, enrolled in six different Educational Programs of the Intercultural Maya University of Quintana Roo. All of them were students who studied the Maya Language level IV. To measure the level of learning self-regulation, the Interactive Assessment of the Teaching-Learning Process (Escala de la Evaluacion Interactiva del Proceso de Enseñanza Aprendizaje, in short EIPE-6) was applied. The results indicate that in the process of self-regulation in the classroom when correlating the variables language and planning, the correlation is significant at the 0.01 level (r = -0.579) and in the self-regulation in general, the correlation is significant in the level 0.01 (r = -0.436). 40% of the students plan accordingly, 25% execute the planned, and 45% engage in self-reflection. Language does not influence the self-regulated learning process. Self-regulation is a determining variable for transformative learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios mayas.]]></kwd>
<kwd lng="en"><![CDATA[self-regulation learning]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Mayan university students]]></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[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teoría del aprendizaje social]]></source>
<year>1977</year>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Espasa-Calpe]]></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. Englewood Cliffs]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Nueva Jersey, Estados Unidos ]]></publisher-loc>
<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[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensamiento y acción: fundamentos sociales]]></source>
<year>1987</year>
<publisher-loc><![CDATA[Barcelona, España ]]></publisher-loc>
<publisher-name><![CDATA[Martínez Roca]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<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[Self-efficacy: exercise of control]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Nueva York, Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Freeman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biggs]]></surname>
<given-names><![CDATA[J.B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The reflective institution: assuring and enhancing the quality of teaching and learning]]></article-title>
<source><![CDATA[Higher Education]]></source>
<year>2001</year>
<volume>41</volume>
<page-range>221-38</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Corno]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-Regulation in the Classroom: A Perspective on Assessment and Intervention]]></article-title>
<source><![CDATA[Applied Psychology: An International Review]]></source>
<year>2005</year>
<volume>54</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>199-231</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Niemivirta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Zeidner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Self-Regulation]]></source>
<year>2000</year>
<publisher-loc><![CDATA[San Diego, California, Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bong]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Skaalvik]]></surname>
<given-names><![CDATA[E.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic self-concept and self-efficacy: How different are they really?]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2003</year>
<numero>15</numero>
<issue>15</issue>
<page-range>1-40</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de la Fuente Arias]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Justicia Justicia]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El modelo Didepro de regulación de la enseñanza y del aprendizaje: avances recientes]]></article-title>
<source><![CDATA[Electronic Journal of Research in Educational Psychology]]></source>
<year>2007</year>
<volume>5</volume>
<numero>13</numero>
<issue>13</issue>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de la Fuente]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Escalas para la evaluación interactiva del proceso de enseñanza-aprendizaje, EIPEA]]></article-title>
<source><![CDATA[Manual técnico y de aplicación]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[EOS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La autorregulación académica como variable explicativa de los procesos de aprendizaje universitario]]></article-title>
<source><![CDATA[Revista de Currículum y Formación del Profesorado]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández Barrios]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Camargo Uribe]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistempatica]]></article-title>
<source><![CDATA[Revista Latinoamericana de Psicología]]></source>
<year>2017</year>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lindner]]></surname>
<given-names><![CDATA[RW.]]></given-names>
</name>
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[B.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning in education majors]]></article-title>
<source><![CDATA[The Journal of General Education]]></source>
<year>1998</year>
<volume>47</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-78</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Linnenbrink]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich.]]></surname>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of self-efficacy beliefs in students engagement and learning in the classroom]]></article-title>
<source><![CDATA[Reading y Writing Quarterly]]></source>
<year>2003</year>
<numero>19</numero>
<issue>19</issue>
<page-range>119-37</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Review of Self-regulated Learning: Six Models and Four Directions for Research]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2017</year>
<volume>8</volume>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teorías de autorregulacipon educativa: una comparación y reflexión teórica]]></article-title>
<source><![CDATA[Elsevier]]></source>
<year>2014</year>
<page-range>11-22</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of goal orientation in self-regulated learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Zeidner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation]]></source>
<year>2000</year>
<volume>14</volume>
<publisher-loc><![CDATA[San Diego, California, Estados Unidos ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A conceptual framework for assessing motivation and self-regulated learning in college students]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2004</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>385-407</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.R.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[D.A.F.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Mckeachie]]></surname>
<given-names><![CDATA[W.J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reliability and predictive-validity of the motivated strategies for learning questionnaire]]></article-title>
<source><![CDATA[Educational and Psychological Measurement]]></source>
<year>1993</year>
<volume>53</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>801-13</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Puustinen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pulkkinen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Models of Self-regulated Learning: a review]]></article-title>
<source><![CDATA[Scandinavian Journal of Educational Research]]></source>
<year>2001</year>
<volume>45</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quintana-Terés]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[El aprendizaje autorregulado en estudiantes de educación superior]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Riding]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Cheema]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive styles an overview and integration]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>1991</year>
<volume>11</volume>
<numero>3/4</numero>
<issue>3/4</issue>
<page-range>193-215</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosario]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Högemann]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[A.R.]]></given-names>
</name>
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[J.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Gaeta]]></surname>
<given-names><![CDATA[M.L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO]]></article-title>
<source><![CDATA[Universitas Psychologica]]></source>
<year>2014</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>781-98</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sitzmann]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Ely]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Meta-Analysis of Self-Regulated Learning in Work-Related Training and Educational Attainment: What we Know and Where we Need to Go]]></article-title>
<source><![CDATA[Psychological Bulletin]]></source>
<year>2011</year>
<volume>137</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>421-2</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning: the educational legacy of Paul R. Pintrich]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2005</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>85-94</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation]]></article-title>
<source><![CDATA[Reading and Writing Quarterly]]></source>
<year>2003</year>
<volume>19</volume>
<page-range>159-72</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tinajero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lemos]]></surname>
<given-names><![CDATA[S.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferraces]]></surname>
<given-names><![CDATA[M.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Páramo]]></surname>
<given-names><![CDATA[M.F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive style and learning strategies as factors which affect academic achievement of Brazilian university students]]></article-title>
<source><![CDATA[Psicologia: Reflexão e Crítica]]></source>
<year>2012</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105-13</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torrano Montalvo]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[González Torres]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aprendizaje autorregulado: presente y futuro de la investigación]]></article-title>
<source><![CDATA[Revista Electrónica de Investigación Educativa]]></source>
<year>2004</year>
<page-range>1-34</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming a Self-Regulated Learner: Which Are the Key Subprocesses?]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>1986</year>
<volume>11</volume>
<page-range>307-13</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A social-cognitive view of self-regulated academic learning]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1989</year>
<volume>81</volume>
<page-range>329-39</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attaining self-regulation: A social cognitive perspective]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Zeidner]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation]]></source>
<year>2000</year>
<page-range>13-40</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming a Self-Regulated Learner: An Overview]]></article-title>
<source><![CDATA[Theory into Practice]]></source>
<year>2002</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating self-regulation and motivation: Historical Background, methodological developments, and future prospects]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2008</year>
<volume>45</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>166-83</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Pons]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goals setting]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>1992</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>663-76</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kitsantas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Campillo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación de la autoeficacia regulatoria: una perspectiva social cognitiva]]></article-title>
<source><![CDATA[Evaluar]]></source>
<year>2005</year>
<numero>5</numero>
<issue>5</issue>
<page-range>1-21</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Pons]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Construct validation of a strategy model of student self-regulated learning]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1988</year>
<volume>80</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>284-90</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B.J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Pons]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student differences in self-regulated learning: relating grade, sex and giftedness to self-efficacy and strategy use]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>1990</year>
<volume>82</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-9</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
