<?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>S0120-39162024000400397</article-id>
<article-id pub-id-type="doi">10.17227/rce.num93-21217</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relaciones entre las formas de regulación del aprendizaje en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationships Between Forms of Learning Regulation in the Classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relações entre as formas de regulação da aprendizagem em sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hederich-Martínez]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo-Uribe]]></surname>
<given-names><![CDATA[Ángela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abello-Camacho]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</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>
<numero>93</numero>
<fpage>397</fpage>
<lpage>413</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162024000400397&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162024000400397&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162024000400397&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de investigación indaga por indicadores que permitan identificar formas de regular el aprendizaje en el aula, y examina la relación entre estas formas y la disposición del estudiante frente a la heterorregulación ejercida por el profesor. Participaron en el estudio 189 estudiantes universitarios colombianos, quienes respondieron un cuestionario compuesto por cuatro escalas: autorregulación, arregulación, desregulación y disposición a la heterorregulación. El análisis muestra un patrón de correlaciones en donde, en una dirección, se encuentra la escala de autorregulación, y en otra, las escalas de arregulación y desregulación. Un resultado muy sugerente es la ausencia de relación entre la autorregulación y la disposición a la heterorregulación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research article exploresindicators that help identify ways to regulate learning in the classroom and examines the relationship between these forms and the student&#8217;s disposition towards heteroregulation exercised by the teacher. The study involved198 Colombian university students who responded to a questionnaire composed of four scales: self-regulation, a-regulation, dysregulation, and disposition to heteroregulation. The analysis shows a pattern of correlations where the self-regulation scale is on one side and the a-regulation and dysregulation scales are on the other. A very suggestive result is the total absence of a relationship between self-regulation and disposition to heteroregulation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de pesquisa investiga indicadores que permitem identificar formas de regular a aprendizagem em sala de aula e examina a relação entre essas formas e a disposição do estudante frente à heterorregulação exercida pelo professor. Participaram do estudo 189 estudantes universitários colombianos, que responderam a um questionário composto por quatro escalas: autorregulação, a-regulação, desregulação e disposição à heterorregulação. A análise mostra um padrão de correlações onde, em uma direção, encontra-se a escala de autorregulação e, em outra, as escalas de a-regulação e desregulação. Um resultado muito sugestivo é a ausência total de relação entre a autorregulação e a disposição à heterorregulação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[diferencias individuales]]></kwd>
<kwd lng="es"><![CDATA[escalas de regulación]]></kwd>
<kwd lng="es"><![CDATA[heterorregulación]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[individual differences]]></kwd>
<kwd lng="en"><![CDATA[regulation scales]]></kwd>
<kwd lng="en"><![CDATA[heteroregulation]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem autorregulada]]></kwd>
<kwd lng="pt"><![CDATA[diferenças individuais]]></kwd>
<kwd lng="pt"><![CDATA[escalas de regulação]]></kwd>
<kwd lng="pt"><![CDATA[heterorregulação]]></kwd>
</kwd-group>
</article-meta>
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