<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000301149</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i29.579</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tecnologías digitales y aprendizaje autorregulado en estudiantes de una universidad de Abancay]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital technologies and self-regulated learning in students of a university in Abancay]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tecnologias digitais e aprendizagem autorregulada em estudantes de uma universidade em Abancay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perez]]></surname>
<given-names><![CDATA[Yoselin Fernández]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo]]></surname>
<given-names><![CDATA[Javier Vivar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[Francisco Iván La Madrid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo]]></surname>
<given-names><![CDATA[Carmen Vivar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[María Yngrid Tantaruna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aldaña]]></surname>
<given-names><![CDATA[Elisabet Rosario Hernández]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Ministerio de Educación  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Tecnológica de los Andes  ]]></institution>
<addr-line><![CDATA[Abancay ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Lima  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>29</numero>
<fpage>1149</fpage>
<lpage>1160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000301149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000301149&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000301149&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las tecnologías digitales, en la actualidad, forman parte de la actividad de las personas y se encuentran incluidas en el desarrollo del aprendizaje. El estudio tuvo como objetivo establecer la relación entre las tecnologías digitales y el aprendizaje autorregulado en los estudiantes de una universidad ubicada en Abancay, bajo una metodología descriptiva-correlacional, de tipo básico, con una muestra de 140 estudiantes de la universidad, a los cuales, se les aplicó el cuestionario de autorregulación del aprendizaje como el inventario para el Aprendizaje en la Universidad (ITAA). Entre los principales resultados, se encontró que, la mayor parte de los encuestados presentó un bajo nivel en el empleo de las tecnologías digitales como del aprendizaje autorregulado, mientras que, el análisis inferencial, demostró la hipótesis sobre existencia de una relación significativa positiva y débil, con un r=0,400 y p=0,000. Concluyéndose que se demuestra que existe una asociación directa y a la vez, fue significativa entre el aprendizaje autorregulado y las tecnológicas digitales, en los jóvenes universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Digital technologies, nowadays, are part of the activity of people and are included in the development of learning. The study aimed to establish the relationship between digital technologies and self-regulated learning in students of a university located in Abancay, under a descriptive-correlational methodology, of basic type, with a sample of 140 students of the university, to whom, the questionnaire of self-regulation of learning was applied as the Inventory for Learning in the University (ITAA). Among the main results, it was found that most of the respondents presented a low level in the use of digital technologies as self-regulated learning, while the inferential analysis demonstrated the hypothesis of the existence of a positive and weak significant relationship, with an r=0.400 and p=0.000. It was concluded that there is a direct and significant association between self-regulated learning and digital technologies in young university students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Atualmente, as tecnologias digitais fazem parte das atividades das pessoas e estão incluídas no desenvolvimento da aprendizagem. O estudo teve como objetivo estabelecer a relação entre as tecnologias digitais e a aprendizagem autorregulada em alunos de uma universidade localizada em Abancay, sob uma metodologia descritivo-correlacional, de tipo básico, com uma amostra de 140 alunos da universidade, aos quais foi aplicado o questionário de autorregulação da aprendizagem como o Inventário para a Aprendizagem na Universidade (ITAA). Entre os principais resultados, verificou-se que a maioria dos respondentes apresentou um nível baixo no uso de tecnologias digitais como aprendizagem autorregulada, enquanto a análise inferencial demonstrou a hipótese da existência de uma relação significativa positiva e fraca, com um r=0,400 e p=0,000. Concluiu-se que existe uma associação direta e significativa entre aprendizagem autorregulada e tecnologias digitais em jovens universitários.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje autorregulado]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Self-regulated learning]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem autorregulada]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
</kwd-group>
</article-meta>
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