<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582017000200315</article-id>
<article-id pub-id-type="doi">10.15359/ree.21-2.15</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-Regulated Learning at the University Level: A Situated Study with Students of Psychopedagogy Career in Different Academic Grades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ventura]]></surname>
<given-names><![CDATA[Ana Clara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cattoni]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borgobello]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Comahue Consejo Nacional de Investigaciones Científicas y Técnicas ]]></institution>
<addr-line><![CDATA[San Carlos de Bariloche Rio Negro]]></addr-line>
<country>AR</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitario del Gran Rosario  ]]></institution>
<addr-line><![CDATA[Rosario Santa Fe]]></addr-line>
<country>AR</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Rosario Consejo Nacional de Investigaciones Científicas y Técnicas ]]></institution>
<addr-line><![CDATA[Rosario Santa Fe]]></addr-line>
<country>AR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>315</fpage>
<lpage>334</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582017000200315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582017000200315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582017000200315&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenSer capaz de autorregular adecuadamente el propio aprendizaje impacta positivamente en el rendimiento académico del alumnado. De aquí la relevancia de entender cuáles son, cómo se articulan y cómo cambian estrategias de aprendizaje y patrones de motivación en el transcurso de la formación académica. Los objetivos de este trabajo son: (a) describir estrategias cognitivas/metacognitivas de aprendizaje y patrones de motivación usadas por estudiantes (media y desviación estándar); (b) analizar las correlaciones entre ambos grupos de variables (correlación índice de Pearson); (c) contrastar resultados según Ciclo Básico (1° año) y Superior (5° año) de formación académica (prueba de hipótesis t de Student). El estudio cuantitativo ex post facto se basó en la administración de la versión argentina del MSLQ (Motivated Strategies Learning Questionnaire) denominada MSLQe a 114 estudiantes de psicopedagogía. Los resultados muestran: (a) un repertorio variado de estrategias y patrones de motivación para el aprendizaje; (b) un mayor uso de estrategias metacognitivas de autorregulación y estrategias de manejo del tiempo y ambiente de estudio se asoció a altos niveles en los patrones motivacionales de orientación a metas, valoración de la tarea, creencias de control y de autoeficacia del estudiantado; (c) diferencias significativas según el ciclo académico: a favor del alumnado principiante en estrategias cognitivas de repaso, autorregulación metacognitiva y organización; mientras que las puntuaciones fueron superiores para los alumnos y las alumnas avanzadas en relación a pensamiento crítico. Asimismo, respecto de los patrones de motivación, los grupos avanzados declararon mayores tendencias hacia metas de orientación intrínsecas, mientras que los principiantes lo hicieron en metas de motivación extrínsecas, creencias de control, de autoeficacia y ansiedad. Es posible concluir que la formación académica posibilitó una integración jerárquica tanto de estrategias superficiales y profundas, así como de patrones de motivación internos y externos del estudiantado. De este modo, este artículo contribuye a un análisis de dimensiones cognitivas (frías y cálidas) como contextualmente situado (niveles iniciales y finales de la formación académica) de las estrategias de aprendizaje y patrones de motivación de grupos universitarios de estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractBeing able to properly regulate one&#8217;s own learning positively impacts student&#8217;s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson&#8217;s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student&#8217;s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[patrones de motivación]]></kwd>
<kwd lng="es"><![CDATA[MSLQe]]></kwd>
<kwd lng="es"><![CDATA[estudiantado universitario]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="en"><![CDATA[motivational patterns]]></kwd>
<kwd lng="en"><![CDATA[MSLQe]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
</kwd-group>
</article-meta>
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