<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442022000200227</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v46i2.47924</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Incidencia de las horas de estudio sobre los perfiles de aprendizaje autorregulado en estudiantes de nivel medio]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of study hours on Self-Regulated learning profiles in high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Daura]]></surname>
<given-names><![CDATA[Florencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montserrat]]></surname>
<given-names><![CDATA[María Inés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barni]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Austral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>46</volume>
<numero>2</numero>
<fpage>227</fpage>
<lpage>242</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442022000200227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442022000200227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442022000200227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio del aprendizaje autorregulado ha sido ampliamente abordado en el contexto internacional, aun así, resta profundizarlo en el entorno en el que se efectuó el presente trabajo. Efectivamente, en la República Argentina cuenta con 10 años de antigüedad aproximadamente y aún existe una laguna de conocimiento en el nivel primario y medio del sistema educativo, en los que no abundan las experiencias e investigaciones al respecto. En el presente trabajo se describe un estudio novedoso para el entorno en el que se realizó con los siguientes objetivos: describir las diferencias existentes en la autorregulación del aprendizaje en función de la pertenencia institucional y del género en alumnado de 6to año de nivel medio que asisten a 4 escuelas ubicadas en la zona norte de la provincia de Buenos Aires (Argentina) y analizar si los perfiles de autorregulación del aprendizaje que posee el alumnado se ve afectado por las horas dedicadas al estudio. Para efectuar el trabajo de carácter cuantitativo, descriptivo, exploratorio y correlacional, se empleó una muestra integrada por 203 estudiantes, que completaron un cuestionario sociodemográfico y el Cuestionario sobre Estrategias Motivacionales y Cognitivas. A partir de los datos recolectados, se efectuaron análisis descriptivos, MANOVA, de Cluster y ANOVA que permitieron cumplir los objetivos señalados y sugerir orientaciones pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The analysis of self-regulated learning has been widely addressed in the international context; nonetheless, it is necessary to deepen it in the context in which the present work was carried out. Despite this type of learning process counts with 10 years of antiquity in the Argentine Republic, a gap in knowledge about primary and secondary levels of the educational system remains for experiences and research about this topic are not abundant. Hence, this article describes a novel study, whose main objectives are: to describe the differences in self-regulation of learning based on institutional belonging and gender in 6th-grade high school students who attend 4 schools located in the northern zone of the province of Buenos Aires (Argentina) and to analyze whether the hours dedicated to study affect the self-regulation profiles of student learning. To carry out the quantitative, descriptive, exploratory, and correlational work, the investigators used a sample of 203 students, who completed a sociodemographic questionnaire and the Questionnaire on Motivational and Cognitive Strategies. From the collected data, the authors completed descriptive, MANOVA, Cluster, and ANOVA analyzes, which allowed meeting the stated objectives and suggesting pedagogical orientations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autorregulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Horas de estudio]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[Orientaciones pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated Learning]]></kwd>
<kwd lng="en"><![CDATA[Study Hours]]></kwd>
<kwd lng="en"><![CDATA[High School Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Guidance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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