<?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>S1659-29132024000200003</article-id>
<article-id pub-id-type="doi">10.22544/rcps.v43i02.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de las estrategias afectivas de aprendizaje de idiomas en estudiantes universitarios y su posible repercusión en sus niveles de ansiedad]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the affective language learning strategies of university students and their possible impact on their anxiety levels]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana-Quintana]]></surname>
<given-names><![CDATA[María Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Las Palmas  ]]></institution>
<addr-line><![CDATA[ Gran Canaria]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-29132024000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-29132024000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-29132024000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo examina la dimensión afectiva en el aprendizaje de idiomas, ya que resulta un factor importante que puede facilitar u obstaculizar el proceso de aprendizaje. Así pues, en esta investigación se llevó a cabo un trabajo cuantitativo/cualitativo, con 170 estudiantes, para analizar si las estrategias afectivas de aprendizaje para las lenguas como efecto motivacional influyen en la adquisición de idiomas. En consonancia con lo expuesto, los objetivos son (1) averiguar el uso de las estrategias afectivas (EAF) en el aprendizaje de lenguas y (2) si existe una relación entre su uso y la ansiedad que sienten los alumnos en su aprendizaje. Los resultados coinciden con la mayoría de los trabajos realizados sobre el estudio de las estrategias de aprendizaje para las lenguas (EAL), en donde se observa que (1) las EAF son las menos usadas por los estudiantes universitarios, es decir, que no suelen obtener control sobre ellas, y (2) parece ser que al no usarlas, la ansiedad en la clase no está directamente relacionada con los docentes o con sus prácticas, y que la motivación no resulta tan importante en la adquisición de lenguas extranjeras. Este estudio recomienda que el docente presente a los estudiantes las diferentes estrategias de aprendizaje, incluidas las afectivas, y que enfatice su importancia para aprender un idioma como medidas para facilitar el autoaprendizaje y el efecto motivacional que les proporciona su uso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this work we examine the affective dimension in language learning, since it is an important factor that can facilitate or hinder the learning process. Thus, in this research we have carried out quantitative/qualitative work with 170 students to analyze whether affective language learning strategies as a motivational effect influence language acquisition. In line with the above, our objectives are (1) to find out the use of affective strategies (EAF) in language learning and (2) if there is a relationship between their use and the anxiety that students feel in their learning. Our results coincide with the majority of works carried out on the study of language learning strategies (EAL), where it is observed that (1) the EAF are the least used by university students, that is, they do not usually gain control over them. And (2) it seems that by not using them, anxiety in class is not directly related to the teachers or their practices, and that motivation is not so important in the acquisition of foreign languages. But this study recommends that the teacher present different learning strategies to students, including affective ones, and emphasize their importance for learning a language as measures to facilitate self-learning and the motivational effect that their use provides.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias afectivas]]></kwd>
<kwd lng="es"><![CDATA[efecto motivacional]]></kwd>
<kwd lng="es"><![CDATA[profesor de lenguas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje para las lenguas.]]></kwd>
<kwd lng="en"><![CDATA[Affective strategies]]></kwd>
<kwd lng="en"><![CDATA[motivational effect]]></kwd>
<kwd lng="en"><![CDATA[language teacher]]></kwd>
<kwd lng="en"><![CDATA[language learning.]]></kwd>
</kwd-group>
</article-meta>
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