<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212025000101214</article-id>
<article-id pub-id-type="doi">10.22235/cp.v19i1.4188</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de las propiedades psicométricas del Cuestionario de Estrategias de Autorregulación Motivacional]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise das propriedades psicométricas do Questionário de Estratégias de Autorregulação Motivacional]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychometric properties analysis of the Motivational Self-Regulation Strategies Questionnaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freiberg-Hoffmann]]></surname>
<given-names><![CDATA[Agustin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Motta]]></surname>
<given-names><![CDATA[Florencia Anabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tisocco]]></surname>
<given-names><![CDATA[Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Rosas]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires; Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212025000101214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212025000101214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212025000101214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La autorregulación motivacional permite a los estudiantes sostener o mejorar su motivación para alcanzar sus metas. Esta autorregulación se relaciona con variables relevantes como el rendimiento académico, el clima de clase y la procastinación académica, entre otras. El Cuestionario de Estrategias de Autorregulación Motivacional (CEAM) operacionaliza el constructo y fue adaptado en Córdoba (Argentina), dividiendo las dimensiones de regulación de metas según las estrategias empleadas sean por aproximación o evitación. Esta investigación propone analizar nuevas evidencias de validez y confiabilidad del CEAM. Participaron 412 estudiantes universitarios de Buenos Aires (Argentina). El análisis de la estructura interna del instrumento mediante análisis factorial confirmatorio (AFC) y el análisis de ecuaciones estructurales exploratorio (ESEM) verificaron el mejor ajuste para el modelo de ocho factores. Luego, un análisis de invarianza factorial entre muestras de estudiantes de Buenos Aires y Córdoba verificó la equivalencia métrica del CEAM. La consistencia interna de las dimensiones fue adecuada (&gt; .70). Seguidamente, el examinen de validez concurrente arrojó correlaciones positivas y significativas con los enfoques de aprendizaje, y negativas con la procastinación académica. También se estimaron normas estadísticas. Este trabajo proporciona nuevas evidencias sobre las propiedades psicométricas del CEAM y baremos que posibilitan su uso e interpretación dentro del campo de aplicación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A autorregulação motivacional permite aos estudantes manterem e/ou melhorarem sua motivação para alcançar suas metas. Essa autorregulação está relacionada com variáveis relevantes, como o desempenho acadêmico, o clima de sala de aula e a procrastinação acadêmica, entre outras. O Questionário de Estratégias de Autorregulação Motivacional (QEAM) operacionaliza o construto e foi adaptado em Córdoba (Argentina), dividindo as dimensões da regulação de metas de acordo com as estratégias empregadas, sejam elas por aproximação ou evitação. Esta pesquisa propõe analisar novas evidências de validade e confiabilidade do QEAM. Participaram 412 estudantes universitários de Buenos Aires (Argentina). A análise da estrutura interna do instrumento, por meio da análise fatorial confirmatória (AFC), e da análise exploratória de equações estruturais (ESEM) verificou o melhor ajuste para o modelo de oito fatores. Em seguida, uma análise de invariância fatorial entre amostras de estudantes de Buenos Aires e Córdoba verificou a equivalência métrica do QEAM. A consistência interna das dimensões foi adequada (&gt; 0,70). Em seguida, o teste de validade concorrente revelou correlações positivas e significativas com as abordagens de aprendizagem e correlações negativas com a procrastinação acadêmica. As normas estatísticas também foram estimadas. Este trabalho fornece novas evidências sobre as propriedades psicométricas do QEAM e escalas que permitem seu uso e interpretação no campo de aplicação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Motivational self-regulation allows students to sustain and/or improve their motivation to achieve their goals. This self-regulation variant is related to variables such as academic performance, classroom climate, and academic procrastination, among others. The Motivational Self-Regulation Strategies Questionnaire (MRSQ) operationalized the construct. The questionnaire was adapted in Córdoba (Argentina), dividing the dimensions of goal regulation according to the strategies employed ¬- whether by approximation or avoidance. The present research proposes to analyze new evidence of the validity and reliability of the MRSQ. A total of 412 university students from Buenos Aires (Argentina) participated in the study. The analysis of the internal structure of the instrument using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) verified a better fit for the 8-factor model. Further, a measurement invariance analysis between samples of students from Buenos Aires and Córdoba verified the metric equivalence of the MRSQ. The internal consistency of the dimensions was adequate (&gt; .70). Next, the concurrent validity test yielded positive and significant correlations with learning approaches and negative correlations with academic procrastination. Statistical norms were also computed. This work provides new evidence on the psychometric properties of the MRSQ and norms that enable its use and interpretation within applied settings.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[propiedades psicométricas]]></kwd>
<kwd lng="es"><![CDATA[CEAM]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[propriedades psicométricas]]></kwd>
<kwd lng="pt"><![CDATA[QEAM]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="en"><![CDATA[psychometric properties]]></kwd>
<kwd lng="en"><![CDATA[MRSQ]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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