Referencias
(Página creada con « Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. http://doi.org/…») |
|||
Línea 1: | Línea 1: | ||
+ | Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. ''Annual Review of Psychology'', 64, 417–444. [https://doi.org/10.1146/annurev-psych-113011-143823 http://doi.org/10.1146/annurev-psych-113011-143823] | ||
− | + | Boekaerts, M. (2002). ''Motivation to learn.'' ''Educational Practices Series 10''. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000128056?-posInSet=1&queryId=465fd031-7299-4e34-9966-ff1c045dfc2f<ref>[[Serie prácticas educativas/10. Motivar para aprender|Disponible en este sitio]].</ref>. | |
− | + | Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., & Szucs, D. (2019). ''Understanding mathematics anxiety: Investigating the experiences of UK primary and secondary school students''. University of Cambridge and Nuffield Foundation. https://doi.org/10.17863/CAM.37744 | |
− | + | Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, M., McEldoon, K. L., Stump, G. S., Wylie, R., Xu, D., & Yaghmouriank, D. L. (2018). Translating the ICAP theory of cognitive engagement into practice. ''Cognitive Science'', 42(6), 1777–1832. https://doi.org/10.1111/cogs.12626 | |
− | Chi, M. T. H., | + | Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self–explanations: How students study and use examples in learning to solve problems. ''Cognitive Science'', 13, 145–182. https://doi.org/10.1207/s15516709cog1302_1 |
− | Chi, M. T. H | + | Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking cognitive engagement to active learning outcomes. ''Educational Psychologist'', 49(4), 219–243. [https://doi.org/10.1080/00461520.2014.965823 http://doi.org/10.1080/00461520.2014.965823] |
− | + | Coleman, D. (1966). ''Emotional intelligence: Why it can matter more than IQ''. Bloomsbury | |
− | + | Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. ''Metacognition and Learning'', 3, 231–264. http://doi. org/10.1007/s11409-008-9029-x | |
− | + | Dunlosky, J. (2013). Strengthening the student toolbox: study strategies to boost learning. ''American Educator'', 37(3), 12–21. https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf | |
− | Dunlosky, J. (2013). | + | Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. ''Psychological Science in the Public Interest'', 14, 4–58. https://doi. org/10.1177/1529100612453266 |
− | + | Gibbons, M. (2002). ''The self-directed learning handbook: Challenging adolescent students to excel''. Jossey-Bass. | |
− | + | Greene, J. A. (2018). ''Self-regulation in education''. Routledge. | |
− | Hattie, J. (2013). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge. | + | Hattie, J. (2013). ''Visible learning. A synthesis of over 800 meta-analyses relating to achievement''. Routledge. |
− | Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about self-regulated learning: Matters for challenge. Educational Psychology Review, 31(1), 223–251. http://doi.org/10.1007/s10648-018-9453-7 | + | Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about self-regulated learning: Matters for challenge. ''Educational Psychology Review'', 31(1), 223–251. [https://doi.org/10.1007/s10648-018-9453-7 http://doi.org/10.1007/s10648-018-9453-7] |
− | Menekse, M., & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 1–24. http://doi.org/10.1080/03043797.2018.1538324 | + | Menekse, M., & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. ''European Journal of Engineering Education'', 1–24. [https://doi.org/10.1080/03043797.2018.1538324 http://doi.org/10.1080/03043797.2018.1538324] |
− | Nibali, N. (2017). Teaching self-regulated learning: Teacher perspectives on the opportunities and challenges. Annual Conference of the Australian Association for Research in Education, Canberra | + | Nibali, N. (2017). ''Teaching self-regulated learning: Teacher perspectives on the opportunities and challenges''. Annual Conference of the Australian Association for Research in Education, Canberra |
− | OECD. (2020). 21st century learning: Research, innovation, and policy. Centre for Educational Research and Innovation (CERI). https://www.oecd.org/site/educeri21st/40554299.pdf | + | OECD. (2020). ''21st century learning: Research, innovation, and policy''. Centre for Educational Research and Innovation (CERI). https://www.oecd.org/site/educeri21st/40554299.pdf |
− | Pekrun, R. (2014). Emotions and learning. Educational Practices Series 24. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000227679?posInSet=1&queryId=c1023d3f-5a30-471c-ad99-fbe55f135eb8 | + | Pekrun, R. (2014). ''Emotions and learning.'' ''Educational Practices Series 24''.<ref>[[Serie prácticas educativas/24. Emociones y Aprendizaje|Disponible en este sitio]].</ref> International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000227679?posInSet=1&queryId=c1023d3f-5a30-471c-ad99-fbe55f135eb8 |
− | Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science 26,113–125. https://doi.org/10.1023/A:1003044231033 | + | Schraw, G. (1998). Promoting general metacognitive awareness. ''Instructional Science'' 26,113–125. https://doi.org/10.1023/A:1003044231033 |
− | Schunk, D. H., & Zimmerman, B. J. (2013). Self-regulation and learning. | + | Schunk, D. H., & Zimmerman, B. J. (2013). Self-regulation and learning. En W. M. Reynolds, G. E. Miller & I. B. Weiner (Eds.), ''Handbook of psychology: Educational psychology'' (Vol. 7, 2nd ed.) (pp. 45-68). John Wiley & Sons. |
− | Vosniadou, S. (2001). How children learn. Educational Practices Series 7. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000125456?posInSet=1&queryId=cbb0b037-2a07-4b2b-93a5-37a75 3de9b1d | + | Vosniadou, S. (2001). ''How children learn. Educational Practices Series 7.''<ref>[[Serie prácticas educativas/7. Cómo aprenden los niños|Disponible en este sitio]].</ref> International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000125456?posInSet=1&queryId=cbb0b037-2a07-4b2b-93a5-37a75 3de9b1d |
− | Vosniadou, S., Lawson, M. J., Van Deur, P., Wyra, M., & Jeffries, D. (2020). Pre-service teachers’ belief systems regarding the importance of teaching students learning strategies: A conceptual change approach. | + | Vosniadou, S., Lawson, M. J., Van Deur, P., Wyra, M., & Jeffries, D. (2020). Pre-service teachers’ belief systems regarding the importance of teaching students learning strategies: A conceptual change approach. I''nternational Journal of Educational Research'', 99, 10149. http:// doi.org/10.1016/j.ijer.2019.101495 |
− | Szucs, D., & Mammarella, I. C. (2020). Math anxiety. Educational Practices Series 31. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373402?posInSet=1&queryId=bdbc1a5c-8adc-4b98-9267-bd4487f29c5c | + | Szucs, D., & Mammarella, I. C. (2020). ''Math anxiety. Educational Practices Series 31''<ref>[[Serie prácticas educativas/31. Ansiedad hacia las matemáticas|Disponible en este sitio]].</ref>. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373402?posInSet=1&queryId=bdbc1a5c-8adc-4b98-9267-bd4487f29c5c |
− | Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. | + | Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. En D. H. Schunk & J. A. Greene (Eds.), ''Educational psychology handbook series. Handbook of self-regulation of learning and performance'' (pp. 19–35). Routledge/Taylor & Francis Group |
− | Vosniadou, S., Igusti, D., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning. http://doi.org/ 10.1007/s11409-020-09258-0 | + | Vosniadou, S., Igusti, D., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. ''Metacognition and Learning''. [https://doi.org/ http://doi.org/] 10.1007/s11409-020-09258-0 |
− | Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. | + | Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. En D. H. Schunk & J. A. Greene (Eds.), ''Handbook of self-regulation and performance'' (2nd ed.) (pp. 36-48). Routledge. |
− | Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. https://doi.org/10.1080/00461520.2012.722805 | + | Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. ''Educational Psychologist'', 47, 302–314. https://doi.org/10.1080/00461520.2012.722805 |
− | Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522–541. https://doi.org/10.1037/ edu0000300 | + | Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. ''Journal of Educational Psychology'', 111(3), 522–541. https://doi.org/10.1037/ edu0000300 |
− | Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group | + | Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). ''Handbook of self-regulation of learning and performance''. Routledge/Taylor & Francis Group. |
Revisión del 20:11 15 ene 2023
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. http://doi.org/10.1146/annurev-psych-113011-143823
Boekaerts, M. (2002). Motivation to learn. Educational Practices Series 10. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000128056?-posInSet=1&queryId=465fd031-7299-4e34-9966-ff1c045dfc2f[1].
Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., & Szucs, D. (2019). Understanding mathematics anxiety: Investigating the experiences of UK primary and secondary school students. University of Cambridge and Nuffield Foundation. https://doi.org/10.17863/CAM.37744
Chi, M. T. H., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., Levy, R., Li, M., McEldoon, K. L., Stump, G. S., Wylie, R., Xu, D., & Yaghmouriank, D. L. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 42(6), 1777–1832. https://doi.org/10.1111/cogs.12626
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self–explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182. https://doi.org/10.1207/s15516709cog1302_1
Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. http://doi.org/10.1080/00461520.2014.965823
Coleman, D. (1966). Emotional intelligence: Why it can matter more than IQ. Bloomsbury
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. http://doi. org/10.1007/s11409-008-9029-x
Dunlosky, J. (2013). Strengthening the student toolbox: study strategies to boost learning. American Educator, 37(3), 12–21. https://www.aft.org/sites/default/files/periodicals/dunlosky.pdf
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. https://doi. org/10.1177/1529100612453266
Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. Jossey-Bass.
Greene, J. A. (2018). Self-regulation in education. Routledge.
Hattie, J. (2013). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about self-regulated learning: Matters for challenge. Educational Psychology Review, 31(1), 223–251. http://doi.org/10.1007/s10648-018-9453-7
Menekse, M., & Chi, M. T. H. (2018). The role of collaborative interactions versus individual construction on students’ learning of engineering concepts. European Journal of Engineering Education, 1–24. http://doi.org/10.1080/03043797.2018.1538324
Nibali, N. (2017). Teaching self-regulated learning: Teacher perspectives on the opportunities and challenges. Annual Conference of the Australian Association for Research in Education, Canberra
OECD. (2020). 21st century learning: Research, innovation, and policy. Centre for Educational Research and Innovation (CERI). https://www.oecd.org/site/educeri21st/40554299.pdf
Pekrun, R. (2014). Emotions and learning. Educational Practices Series 24.[2] International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000227679?posInSet=1&queryId=c1023d3f-5a30-471c-ad99-fbe55f135eb8
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science 26,113–125. https://doi.org/10.1023/A:1003044231033
Schunk, D. H., & Zimmerman, B. J. (2013). Self-regulation and learning. En W. M. Reynolds, G. E. Miller & I. B. Weiner (Eds.), Handbook of psychology: Educational psychology (Vol. 7, 2nd ed.) (pp. 45-68). John Wiley & Sons.
Vosniadou, S. (2001). How children learn. Educational Practices Series 7.[3] International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000125456?posInSet=1&queryId=cbb0b037-2a07-4b2b-93a5-37a75 3de9b1d
Vosniadou, S., Lawson, M. J., Van Deur, P., Wyra, M., & Jeffries, D. (2020). Pre-service teachers’ belief systems regarding the importance of teaching students learning strategies: A conceptual change approach. International Journal of Educational Research, 99, 10149. http:// doi.org/10.1016/j.ijer.2019.101495
Szucs, D., & Mammarella, I. C. (2020). Math anxiety. Educational Practices Series 31[4]. International Academy of Education and International Bureau of Education, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373402?posInSet=1&queryId=bdbc1a5c-8adc-4b98-9267-bd4487f29c5c
Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. En D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 19–35). Routledge/Taylor & Francis Group
Vosniadou, S., Igusti, D., Lawson, M. J., Van Deur, P., Jeffries, D., & Wyra, M. (2021). Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning. http://doi.org/ 10.1007/s11409-020-09258-0
Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. En D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation and performance (2nd ed.) (pp. 36-48). Routledge.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. https://doi.org/10.1080/00461520.2012.722805
Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522–541. https://doi.org/10.1037/ edu0000300
Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.