<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962021000401127</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de autorregulación usadas por universitarios en entornos virtuales y satisfacción académica alcanzada en pandemia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de autorregulação utilizadas por estudantes universitários em ambientes virtuais e satisfação acadêmica alcançada em uma pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-regulation strategies used by university students in virtual environments and academic satisfaction achieved in a pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Méndez]]></surname>
<given-names><![CDATA[Nelson Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez Cretton]]></surname>
<given-names><![CDATA[Ximena Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera Olguín]]></surname>
<given-names><![CDATA[Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1127</fpage>
<lpage>1141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000401127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000401127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000401127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación universitaria actual requiere de estudiantes cada vez más autorregulados en su aprendizaje y que logren satisfacción académica, especialmente en las condiciones actuales de pandemia, en donde las horas sincrónicas o frente al profesor han disminuido. El objetivo de esta investigación fue identificar las estrategias de aprendizaje autorregulado utilizadas por estudiantes universitarios y analizar su relación con la satisfacción académica en ambientes virtuales de aprendizaje. Se utilizó un enfoque mixto, midiéndose las estrategias de autorregulación usadas, la satisfacción académica y la satisfacción con la experiencia virtual en 214 estudiantes universitarios y luego se realizó un grupo focal con 12 alumnos, para profundizar en las respuestas. Los resultados mostraron niveles medios en autorregulación, alta satisfacción académica y baja satisfacción con la experiencia de virtualidad; la satisfacción académica se puede predecir a partir de las estrategias de autorregulación, pero los predictores son diferentes según la experiencia con la virtualidad que tenga el estudiante. Se concluye la importancia de preparar estrategias para reforzar la autorregulación, el trabajo colaborativo y la motivación en el estudiante, así como la retroalimentación por parte del profesor, particularmente frente a una enseñanza de emergencia adoptada en el contexto de una crisis sanitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educação universitária atual exige que os alunos sejam cada vez mais autorregulados em sua aprendizagem e obtenham satisfação acadêmica, especialmente nas atuais condições pandêmicas, onde as horas síncronas ou na frente do professor diminuíram. O objetivo desta pesquisa foi identificar as estratégias de aprendizagem autorregulada utilizadas por universitários e analisar sua relação com a satisfação acadêmica em ambientes virtuais de aprendizagem. Utilizou-se uma abordagem mista, mensurando as estratégias de autorregulação utilizadas, a satisfação acadêmica e a satisfação com a experiência virtual em 214 universitários e, em seguida, foi realizado um grupo focal com 12 alunos, para aprofundar as respostas. Os resultados mostraram níveis médios de autorregulação, alta satisfação acadêmica e baixa satisfação com a experiência de virtualidade; A satisfação acadêmica pode ser prevista a partir de estratégias de autorregulação, mas os preditores são diferentes de acordo com a experiência do aluno com a virtualidade. Conclui-se a importância da elaboração de estratégias de reforço da autorregulação, do trabalho colaborativo e da motivação do aluno, bem como do feedback do professor, nomeadamente face ao ensino emergencial adotado em contexto de crise de saúde.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Current university education requires students who are increasingly self-regulated in their learning and achieve academic satisfaction, especially in the current pandemic conditions where synchronous hours or in front of the teacher have decreased. The objective of this research was to identify the self-regulated learning strategies used by university students and analyze their relationship with academic satisfaction in virtual learning environments. A mixed approach was used, measuring the self-regulation strategies used, academic satisfaction and satisfaction with the virtual experience in 214 university students and then a focus group with 12 students was carried out to deepen the answers. The results showed medium levels of self-regulation, high academic satisfaction and low satisfaction with the virtuality experience; Academic satisfaction can be predicted from self-regulation strategies, but the predictors are different according to the student's experience with virtuality. The importance of preparing strategies to reinforce self-regulation, collaborative work and motivation in the student, as well as feedback from the teacher, particularly in the face of emergency teaching adopted in the context of a health crisis, is concluded.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias de autorregulación]]></kwd>
<kwd lng="es"><![CDATA[experiencia aprendizaje virtual]]></kwd>
<kwd lng="es"><![CDATA[satisfacción académica]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[experiência de aprendizagem virtual]]></kwd>
<kwd lng="pt"><![CDATA[satisfação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[virtual learning experience]]></kwd>
<kwd lng="en"><![CDATA[academic satisfaction]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
</kwd-group>
</article-meta>
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