<?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>1665-7063</journal-id>
<journal-title><![CDATA[Enfermería universitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. univ]]></abbrev-journal-title>
<issn>1665-7063</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Escuela Nacional de Enfermería y Obstetricia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-70632019000100015</article-id>
<article-id pub-id-type="doi">10.22201/eneo.23958421e.2019.1.580</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre estrategias de aprendizaje y rendimiento académico: estudiantes de enfermería, Universidad Santo Tomás]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between learning strategies and academic performance: nursing students, University Santo Tomas]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre estratégias de aprendizagem e desempenho escolar: estudantes de enfermagem, Universidade Santo Tomás]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mercado-Elgueta]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Illesca-Pretty]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Díaz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santo Tomas Carrera de Enfermería ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Frontera Facultad de Medicina Departamento Medicina Interna]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Mayor Facultad de Ciencias Escuela de Enfermería]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>15</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632019000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632019000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632019000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las estrategias de aprendizaje son actividades o procesos mentales que llevan a cabo los/as estudiantes, intencionalmente para procesar, entender y adoptar la información que reciben en el proceso educativo.  Objetivo: Describir las estrategias de aprendizaje de estudiantes de la Carrera de Enfermería, Universidad Santo Tomás Temuco-Chile, y determinar la correspondencia entre ellas con el rendimiento académico y variables sociodemográficas.  Métodos: Se realizó un estudio no experimental de corte transversal. La muestra, no-probabilística, de conveniencia, conformada por 185 estudiantes de enfermería de todos los niveles. Se utilizó la Escala de Estrategias de Aprendizaje ACRA-Abreviada (Adquisición, Codificación, Recuperación y Apoyo de la información). Se usó el Programa Stata 11.0, para comparar promedios la prueba t-test y ANOVA, y la correlación de Pearson, para la relación entre variables cuantitativas.  Resultados: Los estudiantes emplean un número importante de estrategias, principalmente las de repetición y relectura (adquisición) y las de apoyo social (apoyo). Las mujeres utilizan más estrategias que los hombres, encontrándose diferencias en las de selección y organización (codificación) de elaboración (codificación) y de subrayado (adquisición). No se encontraron relaciones consistentes entre el uso de estrategias y el rendimiento académico.  Conclusión: Se conocen un número importante de estrategias y hacen uso de ellas, pero no de manera profunda, empleándolas básicamente como elementos de memorización y apoyo al aprendizaje. Se propone, realizar diagnóstico de estrategias al ingreso universitario, capacitación docente y establecer programas donde se promueva la capacidad en los educandos de gestionar su aprendizaje, y la evaluación autentica de los contenidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Learning strategies are mental processes or activities intentionally carried out by students to process, understand, and adopt the information being received during the education process.  Objective: To describe the learning strategies of students in the Nursing Program, Santo Tomas University, Temuco-Chile, and determine their relationships with academic performance and other sociodemographic variables.  Methods: This is a transversal and non-experimental study with a non-probabilistic and by convenience sample constituted by 185 nursing students from all levels. The ACRS-Abbreviated Learning Strategies Scale (Acquisition, Coding, Recall, Support to information) was used. The Strata 11.0 was used to calculate averages, T-test, ANOVA, and Pearson correlations.  Results: Students use diverse strategies, mainly those related to repetition and rereading (acquisition) and those related to social support. Female students use more strategies than male students; and differences were found on those strategies related to selection, organization and elaboration (coding), and highlighting (acquisition). No consistent relationships between the use of strategies and the academic performance were found.   Conclusion: While several learning strategies are known, though not extensively used, they are basically applied as a memorization tool. A proposal is presented to develop the assessment of learning strategies during enrollment, and support teacher training, while at the same time establishing programs to improve the capacity of students to manage their learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As estratégias de aprendizagem são atividades ou processos mentais que realizam os/as estudantes, intencionalmente para processar, entender e adoptar a informação que recebem no processo educativo.  Objetivo: Descrever as estratégias de aprendizagem de estudantes da Carreira de Enfermagem, Universidade Santo Tomás Temuco-Chile, e determinar a correspondência entre elas com o desempenho escolar e variáveis sociodemográficas.  Métodos: Realizou-se um estudo não experimental de corte transversal. A amostragem, não-probabilística, de conveniência, conformada por 185 estudantes de enfermagem de todos os níveis. Utilizou-se a Escala de Estratégias de Aprendizagem ACRA-Abreviada (Aquisição, Codificação, Recuperação e Apoio da informação). Usou-se o Programa Stata 11.0, para comparar a média da proba t-test e Anova, e a correlação de Pearson, para a relação entre variáveis quantitativas.  Resultados: Os estudantes empregam um número importante de estratégias, principalmente as de repetição e releitura (aquisição) e as de apoio social (apoio). As mulheres utilizam mais estratégias quanto os homens, encontrando-se diferenças nas de seleção e organização (codificação) de elaboração (codificação) e de sublinhado (aquisição). Não se encontraram relações consistentes entre o uso de estratégias e o desempenho escolar.  Conclusão: Conhecem-se um número importante de estratégias e fazem uso delas, mas não de maneira profunda, empregando-as basicamente como elementos de memorização e apoio à aprendizagem. Propõe-se, realizar diagnóstico de estratégias para o ingresso universitário, capacitação docente e estabelecer programas onde se promova a capacidade nos aprendizes de gerenciar sua aprendizagem, e a avaliação autentica dos conteúdos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[evaluación de programa de enfermería]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[Students, nursing]]></kwd>
<kwd lng="en"><![CDATA[education, nursing]]></kwd>
<kwd lng="en"><![CDATA[nursing evaluation research]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[educação em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[avaliação de programa de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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