<?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>1794-3108</journal-id>
<journal-title><![CDATA[Revista Criminalidad]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Crim.]]></abbrev-journal-title>
<issn>1794-3108</issn>
<publisher>
<publisher-name><![CDATA[Policía Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-31082021000100021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos y estrategias de aprendizaje y rendimiento académico en adolescentes infractores]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Styles and Strategies and Academic Performance in Juvenile Offenders]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estilos e estratégias de aprendizagem e desempenho acadêmico em adolescentes infratores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Restrepo]]></surname>
<given-names><![CDATA[Jorge Emiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Jiménez]]></surname>
<given-names><![CDATA[Yeidy Milena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras Orozco]]></surname>
<given-names><![CDATA[Danys Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuluaga Gómez]]></surname>
<given-names><![CDATA[Juan Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuartas Montoya]]></surname>
<given-names><![CDATA[Gina Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Universitaria Facultad de Educación y Ciencias Sociales, Tecnológico de Antioquia ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Salud METROSALUD  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Secretaría de Educación de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Técnico Industrial Fray Luis Amigó  ]]></institution>
<addr-line><![CDATA[Palmira ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Cooperativa de Colombia Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>63</volume>
<numero>1</numero>
<fpage>21</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-31082021000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-31082021000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-31082021000100021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo como objetivo describir y analizar los estilos y estrategias de aprendizaje y su relación con el rendimiento académico en una muestra de adolescentes infractores de la ciudad de Medellín, Colombia. Se realizó un estudio no experimental, con un enfoque cuantitativo, de nivel descriptivo-correlacional y de corte transversal con 234 jóvenes de un Centro de Atención Especializada del Sistema de Responsabilidad Penal para Adolescentes. Los estilos de aprendizaje con mayor preferencia fueron el activo y el Pragmático; mientras que el estilo con menor preferencia fue el reflexivo. Respecto de las estrategias de aprendizaje, la codificación tuvo el mayor porcentaje de la muestra en el percentil medio. Las otras tres estrategias tuvieron los mayores porcentajes ubicados en el percentil bajo. La estrategia de adquisición correlacionó positivamente con los estilos reflexivo, teórico y pragmático. La estrategia de codificación correlacionó positivamente con los estilos activo, reflexivo y teórico. La estrategia de recuperación correlacionó positivamente con los estilos activo y reflexivo. Finalmente, la estrategia de apoyo al procesamiento correlacionó positivamente con todos los estilos de aprendizaje. La adquisición de información fue la variable de las estrategias de aprendizaje que más correlacionó con el rendimiento académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to describe and analyze learning styles and strategies and their relationship to academic performance in a sample of juvenile offenders from the city of Medellin, Colombia. A cross-sectional, descriptive correlational, non-experimental study was performed with a quantitative approach on 234 young people from a Specialized Care Center of the Criminal Justice System for Adolescents. They showed a strong preference for active and pragmatic learning styles, while the style with the least preference was reflexive. With respect to learning strategies, codification obtained the highest percentage from the sample in the middle percentile. The other three strategies obtained the highest percentages in the lower percentile. The acquisition strategy was positively correlated with reflexive, theoretical and pragmatic styles. The codification strategy was positively correlated with active, reflexive and theoretical styles. The recovery strategy was positively correlated with active and reflexive styles. Finally, the processing support strategy was positively correlated with all learning styles. Information acquisition was the learning strategy variable that most correlated with academic performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa teve como objetivo descrever e analisar estilos e estratégias de aprendizagem e sua relação com o desempenho acadêmico em uma amostra de adolescentes infratores da cidade de Medellín, Colômbia. Foi realizado um estudo não experimental, com uma abordagem quantitativa de nível descritivo-correlacional e transversal com 234 jovens de um Centro de Atenção Especializada do Sistema de Responsabilidade Criminal para Adolescentes. Os estilos de aprendizagem de mais preferência foram ativo e pragmático; enquanto o estilo com menos preferência foi o reflexivo. Em relação às estratégias de aprendizagem, a codificação teve a maior porcentagem da amostra no percentil médio. As outras três estratégias tiveram os maiores percentuais localizados no percentil baixo. A estratégia de aquisição correlacionou-se positivamente com os estilos reflexivo, teórico e pragmático. A estratégia de codificação correlacionou-se positivamente com os estilos ativo, reflexivo e teórico. A estratégia de recuperação correlacionou-se positivamente com os estilos ativo e reflexivo. Finalmente, a estratégia de apoio de processamento correlacionou-se positivamente com todos os estilos de aprendizagem. A aquisição de informações foi a variável das estratégias de aprendizagem que mais se correlacionou com o desempenho acadêmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Jóvenes]]></kwd>
<kwd lng="es"><![CDATA[infracción a la ley]]></kwd>
<kwd lng="es"><![CDATA[hecho punible]]></kwd>
<kwd lng="es"><![CDATA[resocialización (fuente: Tesauro de Política Criminal Latinoamericana - ILANUD). estilo de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[delincuencia juvenil (fuente: autor)]]></kwd>
<kwd lng="en"><![CDATA[Youth]]></kwd>
<kwd lng="en"><![CDATA[violating the law]]></kwd>
<kwd lng="en"><![CDATA[punishable act]]></kwd>
<kwd lng="en"><![CDATA[resocialization (source: Latin American Criminal Policy Thesaurus - ILANUD). Learning style]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[juvenile delinquency (source: author)]]></kwd>
<kwd lng="pt"><![CDATA[Juventude]]></kwd>
<kwd lng="pt"><![CDATA[violação da lei]]></kwd>
<kwd lng="pt"><![CDATA[ato punível]]></kwd>
<kwd lng="pt"><![CDATA[ressocialização (fonte: Thesaurus de Política Criminal da América Latina - ILANUD). Estilo de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[delinquência juvenil (fonte: autor)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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