<?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>S2007-28722019000100115</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2019.27.343</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre estrategias de aprendizaje y rendimiento académico en alumnos de pedagogía en inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre estratégias de aprendizagem e rendimento acadêmico em alunos de Pedagogia em Inglês]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between learning strategies and academic performance in students of English Pedagogy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas-Narváez]]></surname>
<given-names><![CDATA[Juan-Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias de la Educación Departamento de Idiomas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>27</numero>
<fpage>115</fpage>
<lpage>135</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722019000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722019000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722019000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del estudio fue relacionar las estrategias de aprendizaje utilizadas por estudiantes de Pedagogía en Inglés de una universidad Chilena, representada por el puntaje alcanzado en el Cuestionario de Estrategias de Aprendizaje ACRA de Román et al. (1994, 2013), con su rendimiento académico. Se efectuó un estudio descriptivo correlacional. La muestra incluyó 60 estudiantes (45 mujeres y 15 varones), con rangos de edad entre 18 y 21 años. Los resultados indican un coeficiente correlacional aceptable. Se concluye que la escasa frecuencia de uso de algunas estrategias de aprendizaje comprueba la necesidad de reforzarlas sistemáticamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo do estudo foi relacionar as estratégias de aprendizagem utilizadas por estudantes de Pedagogia em Inglês de uma universidade chilena, representada pela pontuação alcançada no Questionário de Estratégias de Aprendizagem ACRA (Aquisição, Codificação, Recuperação, Metacognitivas e Apoio) de Román et al. (1994, 2013), com seu rendimento acadêmico. Se efetuou um estudo descritivo de relação. A amostra incluiu 60 estudantes (45 mulheres e 15 homens), com idade entre 18 e 21 anos. Os resultados indicam um coeficiente de relação aceitável. Se conclui que a escassa frequência de uso de algumas estratégias de aprendizagem comprova a necessidade de reforçá-las sistematicamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of the study was to relate the learning strategies used by students of English Pedagogy at a Chilean university, represented by the score reached in the ACRA Learning Strategies Questionnaire (Acquisition, Codification, Recovery, Metacognitives and Support) of Román et al. (1994, 2013) with their academic performance. A descriptive correlational study was carried out. The sample included 60 students (45 women and 15 men), with age ranges between 18 and 21 years. The results indicate an acceptable correlation coefficient. It is concluded that the low frequency of use of some learning strategies proves the need to systematically reinforce them.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="es"><![CDATA[ACRA]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[rendimento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de idiomas]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[language learning]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
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