<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042021000100034</article-id>
<article-id pub-id-type="doi">10.18861/cied.2021.12.1.3012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Características en estrategias de aprendizaje en matemáticas por alumnos mexicanos de bachillerato]]></article-title>
<article-title xml:lang="en"><![CDATA[Characteristics in the use of mathematics learning strategies by Mexican senior high school students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Características em estratégias de aprendizagem em matemática por alunos mexicanos de bacharelado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Butrón-Zamora]]></surname>
<given-names><![CDATA[Prócoro Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Ruiz]]></surname>
<given-names><![CDATA[José Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores Zaragoza ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>34</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042021000100034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042021000100034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042021000100034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las estrategias de aprendizaje (cognitivas, metacognitivas y estrategias relacionadas con el uso de recursos) están estrechamente vinculadas con el rendimiento académico del alumno posibilitando mejorar el aprendizaje. Las estrategias de aprendizaje se han considerado herramientas fundamentales en los procesos de enseñanza-aprendizaje en la totalidad de las áreas del conocimiento, entre ellas en matemáticas. El objetivo del presente estudio es detectar las características en el empleo de estrategias de aprendizaje en matemáticas en alumnos de bachillerato y posibles diferencias en función del curso académico y del sexo. Se aplicó el cuestionario LIST (Estrategias de aprendizaje en la universidad) a 154 estudiantes: 91 mujeres (59,1%) y 63 varones (40,9%). Se encontró una confiabilidad muy aceptable del instrumento (&#945;=0,94). Por un lado el grupo de alumnos del segundo semestre tiene tendencia a recurrir más a las estrategias evaluadas en comparación con los demás grupos. Por otro lado, las estudiantes tienen tendencia a gestionar mejor los saberes matemáticos, a tener un ambiente de aprendizaje adecuado y a la búsqueda de información en diferentes fuentes ante dificultades, en mayor frecuencia que los varones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Learning strategies (cognitive and metacognitive strategies as well as those related to the use of resources) are closely linked to the student's academic performance, making it possible to improve learning. Learning strategies have been considered fundamental tools in teaching-learning processes in all areas of knowledge, including mathematics. The goal of the present research is to detect the characteristics in the use of learning strategies in mathematics in high school students as well as any difference that may arise according to academic year and gender. The LIST questionnaire (Learning Strategies at University) was applied to 154 students: 91 female students (59,1%) and 63 male students (40,9%). A very acceptable reliability of the instrument was found (&#945;=0,94). On one hand, the group of students in the second semester has a tendency to make more use of the strategies evaluated, as compared to the other groups. On the other hand, female students tend to manage mathematical knowledge in a better way, to have a suitable learning environment and to search for information in different sources when facing difficulties, more often than male students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: As estratégias de aprendizagem (cognitivas, metacognitivas e estratégias relacionadas com o uso de recursos) estão estreitamente vinculadas ao desempenho acadêmico do aluno possibilitando melhorar o aprendizado. As estratégias de aprendizagem foram consideradas ferramentas fundamentais nos processos de ensino-aprendizagem em todas as áreas do conhecimento, entre elas na matemática. O objectivo do presente estudo é detectar as características no emprego de estratégias de aprendizagem em matemática em alunos do ensino secundário e possíveis diferenças em função do ano académico e do sexo. Aplicou-se o questionário LIST (Estratégias de aprendizagem na Universidade) a 154 estudantes: 91 (59,1%) femininos e 63 (40,9%) masculinos. Foi encontrado, uma confiabilidade muito aceitável do instrumento (&#945;=0,94). O grupo de alunos do segundo semestre tem tendência a recorrer mais às estratégias avaliadas em comparação com os outros grupos. Por outro lado, os estudantes femininos têm tendência a gerir melhor os saberes matemáticos, a ter um ambiente de aprendizagem adequado e à busca de informação em diferentes fontes ante dificuldades, em maior frequência que os homens.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias cognitivas]]></kwd>
<kwd lng="es"><![CDATA[estrategias metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[estrategias relacionadas con los recursos]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="es"><![CDATA[cuestionario LIST]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[cognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[metacognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[resource-related strategies]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[LIST questionnaire]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estratégias cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[estratégias metacognitivas]]></kwd>
<kwd lng="pt"><![CDATA[estratégias relacionadas com os recursos]]></kwd>
<kwd lng="pt"><![CDATA[matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[bacharelado]]></kwd>
<kwd lng="pt"><![CDATA[questionário LIST]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beltrán]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrategias de aprendizaje]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>2003</year>
<volume>332</volume>
<page-range>55-73</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beltrán]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Procesos, estrategias y técnicas de aprendizaje]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bidjerano]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Gender differences in self-regulated learning]]></source>
<year>2005</year>
<conf-name><![CDATA[ 36thThe Annual Meeting of the Northeastern Educational Research Association]]></conf-name>
<conf-date>2005,19-21 Octubre</conf-date>
<conf-loc>Nueva York </conf-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boerner]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Seeber]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Keller]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Beinborn]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lernstrategien und lernerfolg im stadium]]></article-title>
<source><![CDATA[Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie]]></source>
<year>2005</year>
<volume>37</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-26</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Calderón]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Chiecher]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrategias de aprendizaje, ¿procesos en construcción? Comparando el desempeño estratégico en educación secundaria y universitaria]]></article-title>
<source><![CDATA[Revista Electrónica Actualidades Investigativas en Educación]]></source>
<year>2012</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-16</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chiu]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wing-Yin]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[McBride-Chang]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2007</year>
<volume>17</volume>
<page-range>344-65</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Escobar-Pérez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Cuervo-Martínez]]></surname>
<given-names><![CDATA[Á]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validez de contenido y juicio de expertos: una aproximación a su utilización]]></article-title>
<source><![CDATA[Avances en medición]]></source>
<year>2008</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>27-36</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Field]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Discovering statistics using IBM SPSS statistics]]></source>
<year>2013</year>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasco-Txabarri]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ros]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Goñi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A questionnaire on mathematics learning strategies (CEAMA): measurement and properties of an adaptation into Spanish: measurement and properties of an adaptation into Spanish / Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA): medida y propiedades de una adaptación en lengua castellana]]></article-title>
<source><![CDATA[Cultura y Educación]]></source>
<year>2017</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>183-209</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasco-Txabarri]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La resolución de problemas aritmético-algebraicos y las estrategias de aprendizaje en matemáticas. Un estudio en educación secundaria obligatoria (ESO]]></article-title>
<source><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></source>
<year>2017</year>
<month>a</month>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>167-92</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasco-Txabarri]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diferencias en el uso de estrategias en el aprendizaje de las matemáticas en enseñanza secundaria según el sexo]]></article-title>
<source><![CDATA[Cuadernos de Investigación Educativa]]></source>
<year>2017</year>
<month>b</month>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>47-59</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasco-Txabarri]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El empleo de estrategias en el aprendizaje de las matemáticas en la enseñanza secundaria obligatoria]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2016</year>
<volume>34</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>487-502</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez-Chacón]]></surname>
<given-names><![CDATA[I. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Griese]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Rösken-Winter]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Guillén]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Engineering students in Spain and Germany-varying and uniform learning strategies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Vondrova]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Krainer]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 9th Congress of European society for Research of Mathematics Education]]></source>
<year>2015</year>
<page-range>2117-23</page-range><publisher-loc><![CDATA[Prague ]]></publisher-loc>
<publisher-name><![CDATA[ERME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gorard]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Quantitative methods in educational research]]></source>
<year>2003</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Continuum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Griese]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Lehmann]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Roesken-Winter]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Refining questionnaire-based assessment of STEM students' learning strategies]]></article-title>
<source><![CDATA[International Journal of STEM Education]]></source>
<year>2015</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>12</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaldo]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Õun]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing of factor structure for learning strategies of Estonian students in mathematics at the university level]]></article-title>
<source><![CDATA[Problems of Education in the 21st Century]]></source>
<year>2019</year>
<volume>77</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>338</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kecici]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ayd&#305;n]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The adaptation of learning strategies for higher education scale for Turkish context]]></article-title>
<source><![CDATA[International Journal of Instruction]]></source>
<year>2019</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1413-30</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lockett]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ojeda]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gili]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudio sobre el mejoramiento de los niveles académicos, de estudiantes de la Facultad de Odontología, analizando estilos y estrategias de aprendizaje]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Argentina ]]></publisher-loc>
<publisher-name><![CDATA[Facultad de Odontología de la Universidad del Nordeste]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[McKeachie]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ]]></article-title>
<source><![CDATA[Educational and Psychological Measurement]]></source>
<year>1993</year>
<volume>53</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>801-13</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[G. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La reforma de la educación media superior: una compleja transición]]></article-title>
<source><![CDATA[Revista de evaluación para docentes y directivos]]></source>
<year>2018</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>45-59</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Confiabilidad. Programa Interinstitucional Doctorado en Educación]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villa]]></surname>
<given-names><![CDATA[L. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La educación media superior ¿igualdad de oportunidades?]]></article-title>
<source><![CDATA[Revista de la educación superior]]></source>
<year>2007</year>
<volume>36</volume>
<numero>141</numero>
<issue>141</issue>
<page-range>93-110</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Virtanen]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Nevgi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Disciplinary and gender differences among higher education students in self-regulated learning strategies]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2010</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>323-47</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weinstein]]></surname>
<given-names><![CDATA[C. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Palmer]]></surname>
<given-names><![CDATA[D. R]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning and Study Strategies Inventory (LASSI): User&#8217;s manual]]></source>
<year>2002</year>
<edition>2nd</edition>
<publisher-loc><![CDATA[Clearwater, FL ]]></publisher-loc>
<publisher-name><![CDATA[H&amp;H Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wild]]></surname>
<given-names><![CDATA[K. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Schiefele]]></surname>
<given-names><![CDATA[U]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lernstrategien im studium. Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens]]></article-title>
<source><![CDATA[Zeitschrift für Differentielle und Diagnostische Psychologie]]></source>
<year>1994</year>
<volume>15</volume>
<page-range>185-200</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wild]]></surname>
<given-names><![CDATA[K. P]]></given-names>
</name>
</person-group>
<source><![CDATA[Lernstrategien im studium: strukturen und bedingungen]]></source>
<year>2000</year>
<publisher-loc><![CDATA[Münster ]]></publisher-loc>
<publisher-name><![CDATA[Waxmann]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wild]]></surname>
<given-names><![CDATA[K. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Individuelle Lernstrategien von Studierenden. Konsequenzen für die Hochschuldidaktik und die Hochschullehre]]></article-title>
<source><![CDATA[Beiträge zur Lehrerbildung]]></source>
<year>2005</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>191-206</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
