<?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>1659-2913</journal-id>
<journal-title><![CDATA[Revista Costarricense de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Costarric. Psic]]></abbrev-journal-title>
<issn>1659-2913</issn>
<publisher>
<publisher-name><![CDATA[Colegio Profesional de Psicólogos de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-29132023000100111</article-id>
<article-id pub-id-type="doi">10.22544/rcps.v42i01.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rol de la familia en el fomento del aprendizaje autorregulado de estudiantes chilenos durante confinamiento por COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Role of the Family in Promoting Self-regulated Learning of Chilean Students During Confinement by COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Angulo]]></surname>
<given-names><![CDATA[Yaranay]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guiñez Castro]]></surname>
<given-names><![CDATA[Alexia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Uribe]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez-Delgado]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Inostroza]]></surname>
<given-names><![CDATA[Karla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becerra Ruiz]]></surname>
<given-names><![CDATA[Javiera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ Concepción]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ Concepción]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ Concepción]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ Concepción]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>42</volume>
<numero>1</numero>
<fpage>111</fpage>
<lpage>125</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-29132023000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-29132023000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-29132023000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El confinamiento por COVID-19 ocasionó que las familias se enfrentaran al proceso del estudio en el hogar, mediante la enseñanza remota. El rol que juega la familia en el proceso de aprendizaje, sin embargo, históricamente ha depositado en la escuela la mayor responsabilidad. Este estudio analizó cómo las familias se dispusieron para fomentar el aprendizaje autorregulado en el hogar de los niños, niñas y adolescentes en tiempos de COVID-19. Se realizó un estudio descriptivo correlacional, donde participaron 65 familias de niños, niñas y adolescentes de las Regiones del Biobío y Ñuble, las cuales respondieron un cuestionario parental sobre promoción del aprendizaje autorregulado y preguntas sociodemográficas. Los hallazgos permitieron inferir que cuando las familias se sienten capaces de fomentar el estudio, se disponen a ello, emplean estrategias cognitivas, buscan ayuda cuando lo necesitan y evalúan la planificación del estudio y aprendizaje de manera media y/o alta. Este tipo de estudios aporta al vacío teórico evidenciado en la literatura acerca del rol educativo de la familia durante la pandemia; asimismo, contribuye a reflexionar sobre las estrategias que emplean las familias para colaborar con el aprendizaje de sus niñas, niños y adolescentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The COVID-19 confinement caused families to face the study process at home through emergency remote teaching. The role of the family in the learning process is well known; however, historically, the greatest responsibility has been placed on the school. This study analyzed how families arranged themselves to foster self-regulated learning at home for children and adolescents in times of COVID-19. It was a descriptive correlational study, with the participation of 65 families of children and adolescents from the Biobío and Ñuble Regions, who answered a parental questionnaire on the promotion of self-regulated learning and sociodemographic questions. The findings allow inferring that when families feel capable of promoting study, they are willing to do it, use cognitive strategies, seek help when needed and that most of them evaluate their study and learning planning in a medium and/or high way. Significant differences were also found by gender, with men establishing more cognitive strategies and asking for more help than women when performing academic activities with their children and adolescents. This type of study contributes to the theoretical void evidenced in the literature on the educational role of the family during the pandemic and contributes to reflect on the strategies used by families to collaborate with the study of their children and adolescents.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="es"><![CDATA[niñas y adolescentes]]></kwd>
<kwd lng="es"><![CDATA[familias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[Chile.]]></kwd>
<kwd lng="en"><![CDATA[Child and Adolescent]]></kwd>
<kwd lng="en"><![CDATA[Families]]></kwd>
<kwd lng="en"><![CDATA[Self-Regulated Learning]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
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