<?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>0121-6805</journal-id>
<journal-title><![CDATA[Revista Facultad de Ciencias Económicas: Investigación y Reflexión]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.fac.cienc.econ.]]></abbrev-journal-title>
<issn>0121-6805</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Económicas Universidad Militar Nueva Granada]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-68052022000100165</article-id>
<article-id pub-id-type="doi">10.18359/rfce.5632</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem autorreguladas, prorrogação da gratificação acadêmica e sucesso acadêmico de estudantes da área de negócios]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-Regulated Learning Strategies, Extension Of Academic Gratification And Academic Success Of Business Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje autorregulado, extensión de la bonificación académica y éxito académico de estudiantes de negocios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castilho Xavier]]></surname>
<given-names><![CDATA[Rodrigo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antonelli]]></surname>
<given-names><![CDATA[Ricardo Adriano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meurer]]></surname>
<given-names><![CDATA[Alison Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Pato Branco ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Pato Branco ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>165</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-68052022000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-68052022000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-68052022000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: As estratégias autorreguladas de aprendizagem e a prorrogação da gratificação acadêmica se constituem no foco da presente pesquisa. A autorregulação da aprendizagem é uma área do conhecimento presente na Psicologia da Educação e consiste na prática de estratégias de aprendizagem pelos acadêmicos; subdivide-se nos grupos de estratégias cognitivas, metacognitivas e de gestão dos recursos de aprendizagem. A prorrogação da gratificação acadêmica é a postergação de oportunidades por parte dos acadêmicos que possuíam disponibilidade para atender impulsos, com a intenção de ter significativas recompensas acadêmicas que são mais remotas, porém mais importantes. Nessa perspectiva, este estudo teve como objetivo analisar a aprendizagem autorregulada e a prorrogação da gratificação acadêmica com base nos diferentes níveis de sucesso acadêmico de estudantes da área de negócios. Uma pesquisa on-line foi conduzida junto a discentes de duas instituições de ensino superior brasileiras, a partir da qual foram obtidas 74 respostas válidas, analisadas por meio de testes não paramétricos de diferença de grupos. Os principais resultados do estudo apresentam uma diferença nas estratégias metacognitivas adotadas por estudantes de diferentes grupos de rendimento acadêmico. Os resultados também indicam que a prorrogação acadêmica não é diferente em alunos que apresentam maior ou menor rendimento acadêmico. Além disso, observa-se uma diferença positiva entre as estratégias de pensamento crítico e a prorrogação da gratificação. Nessa perspectiva, esses resultados podem ser utilizados pelas instituições como uma ferramenta estratégica para o direcionamento das vivências dos estudantes no que tange à experiência vivenciada no ambiente universitário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary: Self-regulated learning strategies and the extension of academic gratification are the focus of this research. Learning self-regulation is an area of knowledge present in Educational Psychology and consists of the practice of learning strategies by academics; it is subdivided into groups of cognitive, metacognitive and learning resource management strategies. Academic gratification deferral is the deferral of opportunities by academics who were willing to respond to impulses, with the intention of having meaningful academic rewards that are more remote but more important. In this perspective, this study aimed to analyze self-regulated learning and the extension of academic gratification based on the different levels of academic success of business students. An online survey was conducted with students from two Brazilian higher education institutions, from which 74 valid responses were obtained, analyzed using non-parametric tests of difference between groups. The main results of the study show a difference in the metacognitive strategies adopted by students from different academic achievement groups. The results also indicate that academic extension is no different in students who have higher or lower academic performance. In addition, a positive difference is observed between critical thinking strategies and the extension of gratification.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las estrategias de aprendizaje autorregulado y la extensión de la gratificación académica son el foco de esta investigación. La autorregulación del aprendizaje es un área de conocimiento presente en la Psicología Educativa y consiste en la práctica de estrategias de aprendizaje por parte de los académicos; se subdivide en grupos de estrategias cognitivas, metacognitivas y de gestión de recursos de aprendizaje. El aplazamiento de la gratificación académica es el aplazamiento de oportunidades por parte de académicos que estaban dispuestos a responder a impulsos, con la intención de tener recompensas académicas significativas que son más remotas pero más importantes. En esta perspectiva, Este estudio tuvo como objetivo analizar el aprendizaje autorregulado y la extensión de la gratificación académica en función de los diferentes niveles de éxito académico de los estudiantes de negocios. Se realizó una encuesta en línea con estudiantes de dos instituciones de educación superior brasileñas, de la cual se obtuvieron 74 respuestas válidas, analizadas mediante pruebas no paramétricas de diferencia entre grupos. Los principales resultados del estudio muestran una diferencia en las estrategias metacognitivas adoptadas por estudiantes de diferentes grupos de rendimiento académico. Los resultados también indican que la extensión académica no es diferente en los estudiantes que tienen mayor o menor rendimiento académico. Además, se observa una diferencia positiva entre las estrategias de pensamiento crítico y la extensión de la gratificación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem autorreguladas]]></kwd>
<kwd lng="pt"><![CDATA[prorrogação da gratificação]]></kwd>
<kwd lng="pt"><![CDATA[sucesso acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[área de negócios]]></kwd>
<kwd lng="en"><![CDATA[self-regulated learning strategies]]></kwd>
<kwd lng="en"><![CDATA[extension of gratification]]></kwd>
<kwd lng="en"><![CDATA[academic success]]></kwd>
<kwd lng="en"><![CDATA[business area]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje autorreguladas]]></kwd>
<kwd lng="es"><![CDATA[extensión de la bonificación]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="es"><![CDATA[área de negocios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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