<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402074</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14867733</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Metacognición como estrategia para lograr aprendizajes en estudiantes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition as a strategy to achieve learning in university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hostia Luque]]></surname>
<given-names><![CDATA[Tania Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza León]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Sono]]></surname>
<given-names><![CDATA[Vielka Yvonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Mena]]></surname>
<given-names><![CDATA[Celina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes González]]></surname>
<given-names><![CDATA[María Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Trujillo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Trujillo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Trujillo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica de Trujillo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Católica de Trujillo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tuvo como objetivo central analizar la relación entre el uso de estrategias metacognitivas y el rendimiento académico en estudiantes universitarios. Para ello, el estudio adoptó un enfoque cuantitativo con un diseño correlacional y transversal. Además, se seleccionaron 54 estudiantes de sexto ciclo de la Facultad de Educación, de una universidad pública de la ciudad de Ica, como muestra de estudio. En cuanto a la recolección de datos, los instrumentos utilizados fueron: la boleta de calificaciones y un cuestionario compuesto por preguntas cerradas y escalas de medición, lo cual facilitó la cuantificación de los resultados. Los mismos revelaron una correlación positiva entre ambas variables, lo que evidenció que a mayor uso de estrategias metacognitivas, como la planificación, evaluación y control de los procesos mentales de aprendizaje, mayor es el desempeño académico. Estos hallazgos subrayan la importancia de fortalecer la autorregulación metacognitiva para optimizar la gestión del aprendizaje. En consecuencia, el estudio concluyó que es fundamental implementar programas de capacitación en estrategias metacognitivas, brindar tutorías personalizadas a estudiantes con bajo desempeño y promover la autoevaluación y la reflexión crítica sobre el proceso de aprendizaje. Puesto que, estas acciones contribuyen al desarrollo académico y a una mayor autonomía en el aprendizaje de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of this research was to analyze the relationship between the use of metacognitive strategies and academic performance in university students. To do so, the study adopted a quantitative approach with a correlational and cross-sectional design. In addition, 54 sixth-cycle students from the Faculty of Education of a public university in the city of Ica were selected as a study sample. Regarding data collection, the instruments used were: the report card and a questionnaire composed of closed questions and measurement scales, which facilitated the quantification of the results. These revealed a positive correlation between both variables, which showed that the greater the use of metacognitive strategies, such as planning, evaluation and control of mental learning processes, the greater the academic performance. These findings underline the importance of strengthening metacognitive self-regulation to optimize learning management. Consequently, the study concluded that it is essential to implement training programs in metacognitive strategies, provide personalized tutoring to low-performing students, and promote self-assessment and critical reflection on the learning process. These actions contribute to academic development and greater autonomy in student learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
</kwd-group>
</article-meta>
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