Lillo, EduardoEduardoLilloJuan Bolivar LópezSolís de Ovando, BeatrizBeatrizSolís de OvandoGonzález, LuisLuisGonzálezZúñiga, PaulaPaulaZúñigaNabarro, MartaMartaNabarroRhodis, MarjorieMarjorieRhodis2026-10-082026-10-082026-09Lillo, Eduardo; Bolívar, Juan; Solís de Ovando, Beatriz; González, Luis; Zúñiga, Paula; Nabarro, Marta; Rhodis, Marjorie (2026-09). Motivación académica y estrategias de aprendizaje autorregulado en estudiantes de Medicina: un estudio comparativo transversal con implicancias educativas. Educación Médica, 27(5), 101220. https://doi.org/10.1016/j.edumed.2026.1012201575-1813https://hdl.handle.net/20.500.12740/24918Introduction: Academic motivation and learning strategies are key components of self-regulated learning and academic performance in medical students, particularly during the basic cycle, a critical stage for the development of study habits and learner autonomy. Materials and methods: An exploratory, descriptive, cross-sectional study was conducted. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 152 second-and third-year medical students from two Chilean universities. Descriptive analyses and comparisons of mean scores between institutions were performed. Results: The sample was predominantly female (63.8%). No significant differences were found in intrinsic or extrinsic goal orientations. Differences were observed in task value and control of learning beliefs, with higher scores among students from the University of Magallanes, whereas students from the University of Atacama showed higher academic self-efficacy. No differences were found in cognitive or metacognitive strategies; however, students from Atacama reported greater use of resource management strategies, particularly effort regulation, peer learning, and help seeking. Conclusion: The findings reveal differentiated motivational and strategic profiles between institutions, supporting the contextual nature of self-regulated learning in early medical education. The MSLQis confirmed as a useful tool to inform pedagogical interventions aimed at strengthening self-regulation, academic self-efficacy, and the strategic use of learning resources. (c) 2026 Published by Elsevier Espana, S.L.U. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).http://purl.org/coar/access_right/c_abf2http://creativecommons.org/licenses/by-nc-nd/4.0/Academic motivationSelf-regulated learningLearning strategiesMedical educationMedical studentsArticulohttps://doi.org/10.1016/j.edumed.2026.101220