<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162019000200277</article-id>
<article-id pub-id-type="doi">10.17227/rce.num77-9597</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Vinculación entre patrones de aprendizaje y patrones temporales en estudiantes universitarios argentinos]]></article-title>
<article-title xml:lang="en"><![CDATA[Linkage Between Learning Patterns and Temporary Patterns in Argentinean University Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ligação entre padrões de aprendizagem e padrões temporais em estudantes universitários argentinos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourdes González]]></surname>
<given-names><![CDATA[Mariela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Difabio de Anglat]]></surname>
<given-names><![CDATA[Hilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Cuyo Facultad de Filosofia y Letras, Mendoza ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Cuyo-Consejo Nacional de Investigaciones Científicas y Técnicas (Conlcet)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>77</numero>
<fpage>277</fpage>
<lpage>298</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162019000200277&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162019000200277&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162019000200277&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio tiene por objetivos: identificar los patrones de aprendizaje y patrones temporales en una muestra de estudiantes universitarios argentinos, relacionar los patrones de aprendizaje con la perspectiva temporal en estudiantes universitarios, identificar diferencias según variables personales (género y edad) y contextuales (carrera y curso). En un primer momento, se presentan los fundamentos teóricos de los constructos mencionados. En cuanto a la metodología, en situación regular de clase se aplicó el Inventory Learning Styles (ILS) de Jan Vermunt en la versión española, traducida y validada por Martínez-Fernández et al. (2009), y luego se administró el Zimbardo Time Perspective Inventory (ZTPI) de Zimbardo y Boyd (1999), en la adaptación al español de Díaz-Morales (2006ay 2006b). Se presentan los resultados obtenidos en una muestra (N = 616) de alumnos de la Universidad Nacional de Cuyo. Estos arrojan diferencias significativas por curso y edad, así como en la conformación de tres patrones temporales que se combinan con los cuatro patrones de aprendizaje postulados por Vermunt (1998)]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study aims at: identifying learning patterns and temporal patterns in a sample of Argentine university students, relating learning patterns to the tempora perspective in university students, and identifying differences according to personal variables (gender and age) and contextual variables (career and course). At first, the authors present the theoretical foundations of the above mentioned constructs Then, they show the results obtained in a sample (N = 616) of students of the National University of Cuyo. Regarding the methodology, in a regular class situation, the authors applied the Spanish version of Jan Vermunt's Inventory of Learning Styles (ILS), translated and validated by Martínez-Fernández et al. (2009), and administered Díaz-Morales' (2006a and 2006b) Spanish adaptation of the Zimbardo Time Perspective Inventory (ZTPI), developed by Zimbardo and Boyd (1999). The results show significant differences by course and age, as well as in the conformation of three temporal patterns that are combined with the four learning patterns postulated by Vermunt (1998).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivos: 1) identificar padrões de aprendizagem e padrões temporais em uma amostra de estudantes universitários argentinos, 2) relacionar os padrões de aprendizagem com a perspectiva temporal em estudantes universitários, 3) identificar as diferenças de acordo com variáveis pessoais (sexo e idade) e contextuais (carreira e curso). Inicialmente, são apresentados os fundamentos teóricos dos construtos supracitados; em seguida, os dados obtidos numa amostra (N = 616) dos estudantes da Universidade Nacional de Cujo. Em relação à metodologia, o Inventory Learning Styles (ILS) de Jan Vermunt foi aplicado em uma situação de classe regular na versão em espanhol, traduzida e validada por Martínez-Fernández et al. (2009), e depois o Zimbardo Time Perspective Inventory (ZTPI) de Zimbardo e Boyd (1999) foi administrado na adaptação espanhola de Díaz-Morales (2006a e 2006b). Os resultados mostram diferenças significativas por curso e idade, bem como na conformação de três padrões temporais que são combinados com os quatro padrões de aprendizagem postulados por Vermunt (1998)]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[factor tiempo]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[time factor]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[fator tempo]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
</kwd-group>
</article-meta>
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