Ir a la navegación Ir a la búsqueda
Busca en cnbGuatemala con Google

< Anterior   

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.

Boekaerts, M. (2002). Motivation to learn. Serie prácticas educativas 10.[1] International Academy of Education and International Bureau of Education, UNESCO.

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.

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.

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.

Chi, M. T. H., & Wylie, R. (2014). The ICAP Framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243.

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.

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.

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.

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).

Pekrun, R. (2014). Emotions and learning. Educational Practices Series 24.[1] International Academy of Education and International Bureau of Education, UNESCO.

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science 26,113–125.

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.

Szucs, D., & Mammarella, I. C. (2020). Math anxiety. Educational Practices Series 31.[1] International Academy of Education and International Bureau of Education, UNESCO.

Vosniadou, S. (2001). How children learn. Educational Practices Series 7.[1] International Academy of Education and International Bureau of Education, UNESCO. 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.

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. 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.

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. edu0000300

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.

Notas[editar | editar código]

  1. 1,0 1,1 1,2 1,3 El enlace en el título lleva a la versión disponible en este mismo sitio.
< Anterior