<?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>S2616-79642025000402616</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i39.1074</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias metacognitivas y autoeficacia académica en estudiantes de educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognitive strategies and academic self-efficacy in higher education students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias metacognitivas e autoeficácia acadêmica em estudantes do ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grados-Villagaray]]></surname>
<given-names><![CDATA[Joel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Jara]]></surname>
<given-names><![CDATA[Yessica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza-Alarcon]]></surname>
<given-names><![CDATA[Yady]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acharte-Champi]]></surname>
<given-names><![CDATA[Walter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Ica  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>39</numero>
<fpage>2616</fpage>
<lpage>2635</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000402616&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000402616&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000402616&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La metacognición y autoeficacia son fundamentales para el aprendizaje autorregulado, promoviendo una mayor confianza en las capacidades académicas. El objetivo de la investigación fue determinar la relación entre las estrategias metacognitivas, sus dimensiones y la autoeficacia académica de los estudiantes de educación superior en Perú. Fundamentándose en un enfoque cuantitativo, correlacional con diseño no experimental de corte transversal. Se aplicaron, como instrumento, dos cuestionarios para medir las variables de estudio a una muestra conformada por 177 estudiantes. Se comprueba que el 78.5% de los estudiantes son mayores de 25 años, con predominancia femenina. El rendimiento académico previo se asocia significativamente con el uso de estrategias metacognitivas y la autoeficacia. Las dimensiones de autoconocimiento (&#961;=0.410), autorregulación (&#961;=0.367) y evaluación (&#961;=0.388) correlacionan positivamente con la autoeficacia (p=0.000). Sin embargo, la planificación metacognitiva presenta carencias, con el 33.3% en nivel muy bajo. Estos hallazgos sugieren la necesidad de fortalecer la planificación y considerar factores contextuales en intervenciones educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Metacognition and self-efficacy are essential for self-regulated learning, promoting greater confidence in academic abilities. The objective of the research was to determine the relationship between metacognitive strategies, their dimensions and academic self-efficacy of higher education students in Peru. Based on a quantitative, correlational approach with a non-experimental cross-sectional design, two questionnaires were applied as an instrument to measure the study variables to a sample of 177 students. It was found that 78.5% of the students are over 25 years old, with a female predominance. Previous academic performance is significantly associated with the use of metacognitive strategies and self-efficacy. The dimensions of self-knowledge (&#961;=0.410), self-regulation (&#961;=0.367) and evaluation (&#961;=0.388) correlate positively with self-efficacy (p=0.000). However, metacognitive planning is lacking, with 33.3% at a very low level. These findings suggest the need to strengthen planning and consider contextual factors in educational interventions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A metacognição e a autoeficácia são fundamentais para a aprendizagem autorregulada, promovendo maior confiança nas habilidades acadêmicas. O objetivo da pesquisa foi determinar a relação entre estratégias metacognitivas, suas dimensões e a autoeficácia acadêmica de estudantes do ensino superior no Peru. Baseado em uma abordagem quantitativa e correlacional com um delineamento transversal não experimental. Foram aplicados dois questionários como instrumentos de mensuração das variáveis do estudo a uma amostra composta por 177 estudantes. Verifica-se que 78,5% dos estudantes têm mais de 25 anos, com predominância do sexo feminino. O desempenho acadêmico anterior está significativamente associado ao uso de estratégias metacognitivas e autoeficácia. As dimensões de autoconhecimento (&#961;=0,410), autorregulação (&#961;=0,367) e avaliação (&#961;=0,388) correlacionam-se positivamente com a autoeficácia (p=0,000). Entretanto, o planejamento metacognitivo está ausente, com 33,3% em um nível muito baixo. Essas descobertas sugerem a necessidade de fortalecer o planejamento e considerar fatores contextuais em intervenções educacionais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoeficacia académica]]></kwd>
<kwd lng="es"><![CDATA[Autoconocimiento]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[Planificación]]></kwd>
<kwd lng="en"><![CDATA[Academic self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Self-knowledge]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation of learning]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Planning]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Autoconhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação da aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento]]></kwd>
</kwd-group>
</article-meta>
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