Referencias

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

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. 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. In 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., 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. 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. In 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. In 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