<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000200727</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic risk prediction of university students using cognitive strategies]]></article-title>
<article-title xml:lang="es"><![CDATA[Predicción del riesgo académico de los estudiantes universitarios mediante estrategias cognitivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán-Torres]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barba-Ayala]]></surname>
<given-names><![CDATA[Jessy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pabón]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pillajo]]></surname>
<given-names><![CDATA[Nahiza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>727</fpage>
<lpage>737</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000200727&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000200727&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000200727&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Students dropout and failure are current problems in higher education, as students entering university may face academic risk. The objective of this work is to establish the predictive relationship between cognitive strategies and academic risk for students of Universidad Técnica del Norte of Ibarra, Ecuador. The research work was conducted with a quantitative approach, cross-sectional design and predictive scope through a pathway model. Based on a sample of 450 randomly selected first and second semester students, it was shown that students who did not properly manage their cognitive strategies were more likely to fall into academic risk. On the other hand, students who could develop metacognitive skills and manage to adjust themselves to the academic challenges were able to adapt themselves successfully to higher education demands.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La deserción y el fracaso escolar son problemas actuales en la educación superior, ya que los estudiantes que ingresan a la universidad pueden enfrentar riesgo académico. El objetivo de este trabajo es establecer la relación predictiva entre estrategias cognitivas y riesgo académico para estudiantes de la Universidad Técnica del Norte de Ibarra, Ecuador. El trabajo de investigación se realizó con un enfoque cuantitativo, diseño transversal y alcance predictivo a través de un modelo de vías. A partir de una muestra de 450 estudiantes de primer y segundo semestre seleccionados aleatoriamente, se demostró que los estudiantes que no manejaban adecuadamente sus estrategias cognitivas tenían mayor probabilidad de caer en riesgo académico. Por otro lado, los estudiantes que pudieron desarrollar habilidades metacognitivas y lograron ajustarse a los retos académicos fueron capaces de adaptarse con éxito a las exigencias de la educación superior.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Academic risk]]></kwd>
<kwd lng="en"><![CDATA[Academic risk factors]]></kwd>
<kwd lng="en"><![CDATA[Cognitive skills]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive skills]]></kwd>
<kwd lng="en"><![CDATA[Cognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[Cognitive processes]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
<kwd lng="es"><![CDATA[Riesgo académico]]></kwd>
<kwd lng="es"><![CDATA[Factores de riesgo académico]]></kwd>
<kwd lng="es"><![CDATA[Habilidades cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Habilidades metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[Estrategias cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Procesos cognitivos]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes universitarios]]></kwd>
</kwd-group>
</article-meta>
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<year>1986</year>
<edition>3rd ed.</edition>
<page-range>315-27</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Macmillan]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
