-
1
-
-
0030306254
-
Positive bias in maintenance of self-worth among children with LD
-
Bear, G.G. y Minke, K.M. (1996). Positive bias in maintenance of self-worth among children with LD. Learning Disability Quarterly, 19, 23-32.
-
(1996)
Learning Disability Quarterly
, vol.19
, pp. 23-32
-
-
Bear, G.G.1
Minke, K.M.2
-
2
-
-
0030544829
-
The Shavelson model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents
-
Byrne, B.M. y Gavin, D.A.W. (1996). The Shavelson model revisited: Testing for the structure of academic self-concept across pre-, early, and late adolescents. Journal of Educational Psychology, 88, 2, 215-228.
-
(1996)
Journal of Educational Psychology
, vol.88
, Issue.2
, pp. 215-228
-
-
Byrne, B.M.1
Gavin, D.A.W.2
-
3
-
-
0030093284
-
On the structure of social self-concept for pre-, early, and late adolescents: A test of Shavelson, Hubner, and Stanton (1976) model
-
Byrne, B.M. y Shavelson, R.J. (1996). On the structure of social self-concept for pre-, early, and late adolescents: A test of Shavelson, Hubner, and Stanton (1976) model. Journal of Personality and Social Psychology, 70, 3, 599-613.
-
(1996)
Journal of Personality and Social Psychology
, vol.70
, Issue.3
, pp. 599-613
-
-
Byrne, B.M.1
Shavelson, R.J.2
-
4
-
-
0002219228
-
Self-regulated learning at the junction of cognition and motivation
-
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 2, 100-112.
-
(1996)
European Psychologist
, vol.1
, Issue.2
, pp. 100-112
-
-
Boekaerts, M.1
-
5
-
-
0026845814
-
Metacognitive theory: A framework for teaching literacy, writing, and math skills
-
Borkowski, J.G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25, 4, 253-257.
-
(1992)
Journal of Learning Disabilities
, vol.25
, Issue.4
, pp. 253-257
-
-
Borkowski, J.G.1
-
6
-
-
0002738335
-
Moving metacognition into the classroom: "Working models" and effective strategy teaching
-
M. Pressley, K.R. Harris y J.T. Guthrie (eds.): San Diego: Academic Press
-
Borkowski, J.G. y Muthukrishna, N. (1992). Moving metacognition into the classroom: "Working models" and effective strategy teaching. En M. Pressley, K.R. Harris y J.T. Guthrie (eds.): Promoting academic competence and literacy in school. San Diego: Academic Press.
-
(1992)
Promoting Academic Competence and Literacy in School
-
-
Borkowski, J.G.1
Muthukrishna, N.2
-
9
-
-
0030117558
-
Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure
-
Deppe, R.K. y Harackiewicz; J.M. (1996). Self-handicapping and intrinsic motivation: Buffering intrinsic motivation from the threat of failure. Journal of Personality and Social Psychology, 70, 4, 868-876.
-
(1996)
Journal of Personality and Social Psychology
, vol.70
, Issue.4
, pp. 868-876
-
-
Deppe, R.K.1
Harackiewicz, J.M.2
-
10
-
-
0002092340
-
Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies
-
D.H. Schunk y B.J. Zimmerman (Eds.) Hillsdale, NJ.: LEA
-
García, T. y Pintich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. En D.H. Schunk y B.J. Zimmerman (Eds.). Self-regulation of learning and performance. Issues and educational applications. Hillsdale, NJ.: LEA.
-
(1994)
Self-regulation of Learning and Performance. Issues and Educational Applications
-
-
García, T.1
Pintich, P.R.2
-
11
-
-
84896431016
-
Determinantes personales del aprendizaje y rendimiento académico
-
J.N. García (Dir), Barcelona: Ediciones LU
-
González-Pienda, J.A. y Núñez, J.C. (1997). Determinantes personales del aprendizaje y rendimiento académico. En J.N. García (Dir), Instrucción, aprendizaje y dificultades. Barcelona: Ediciones LU.
-
(1997)
Instrucción, Aprendizaje Y Dificultades
-
-
González-Pienda, J.A.1
Núñez, J.C.2
-
12
-
-
0348103844
-
Autoconcepto, autoestima y aprendizaje escolar
-
González-Pienda, J.A., Núñez, J.C., González-Pumariega, S. y García, M. (1997). Autoconcepto, autoestima y aprendizaje escolar. Psicothema, 9, 2, 271-289.
-
(1997)
Psicothema
, vol.9
, Issue.2
, pp. 271-289
-
-
González-Pienda, J.A.1
Núñez, J.C.2
González-Pumariega, S.3
García, M.4
-
14
-
-
84949696913
-
Self-concept: Its multifaceted, hierarchical structure
-
Marsh, H. W. y Shavelson, R.J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-125.
-
(1985)
Educational Psychologist
, vol.20
, pp. 107-125
-
-
Marsh, H.W.1
Shavelson, R.J.2
-
15
-
-
0002371704
-
Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies
-
C.E. Weinstein, E.T. Goetz y P.A. Alexander (eds.) New York: Academic Press
-
McCombs, B.L. (1988). Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies. En C.E. Weinstein, E.T. Goetz y P.A. Alexander (eds.). Learning and study strategies: Issues in assessment, instruction and evaluation. New York: Academic Press.
-
(1988)
Learning and Study Strategies: Issues in Assessment, Instruction and Evaluation
-
-
McCombs, B.L.1
-
16
-
-
0030162057
-
Hancing self-esteem by directed-thinking tasks: Cognitive and affective positivity asymmetries
-
McGuire, W.J. y McGuire, C.V. (1996). Enhancing self-esteem by directed-thinking tasks: Cognitive and affective positivity asymmetries. Journal of Personality and Social Psychology, 70, 6, 1117-1125.
-
(1996)
Journal of Personality and Social Psychology
, vol.70
, Issue.6
, pp. 1117-1125
-
-
McGuire, W.J.1
McGuire, C.V.2
-
17
-
-
0030517769
-
If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies
-
Midgley, C., Arunkumar, R. y Urdan, T.C. (1996). "If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 3, 423-434.
-
(1996)
Journal of Educational Psychology
, vol.88
, Issue.3
, pp. 423-434
-
-
Midgley, C.1
Arunkumar, R.2
Urdan, T.C.3
-
18
-
-
38249005011
-
Goals and perceived ability: Impact on student valuing, self-regulation and persistence
-
Miller, R.B., Behrens, J.T. y Greene, B.A. (1993). Goals and perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, 18, 2-14.
-
(1993)
Contemporary Educational Psychology
, vol.18
, pp. 2-14
-
-
Miller, R.B.1
Behrens, J.T.2
Greene, B.A.3
-
21
-
-
25144449922
-
Procesos motivacionales y aprendizaje
-
J.A. González-Pienda, J. Escoriza, R. González y A. Barca (Eds)., Barcelona: EUB
-
Núñez, J.C. y González-Pumariega, S. (1996). Procesos motivacionales y aprendizaje. En J.A. González-Pienda, J. Escoriza, R. González y A. Barca (Eds)., Psicología de la instrucción. Vol.2: Componentes cognitivos y afectivos del aprendizaje escolar. Barcelona: EUB.
-
(1996)
Psicología De La Instrucción. Vol.2: Componentes Cognitivos Y Afectivos Del Aprendizaje Escolar
, vol.2
-
-
Núñez, J.C.1
González-Pumariega, S.2
-
22
-
-
0347371144
-
Estrategias de aprendizaje en estudiantes de 10 a 14 an̄os y su relación con los procesos de atribución causal, el autoconcepto y las metas de estudio
-
Núñez, J.C., González-Pienda, J.A., García, M.S., González, S. y García, S.I. (1995). Estrategias de aprendizaje en estudiantes de 10 a 14 an̄os y su relación con los procesos de atribución causal, el autoconcepto y las metas de estudio. Revista Galega de Psicopedagoxía, 10/11, 219-242.
-
(1995)
Revista Galega De Psicopedagoxía
, vol.10-11
, pp. 219-242
-
-
Núñez, J.C.1
González-Pienda, J.A.2
García, M.S.3
González, S.4
García, S.I.5
-
23
-
-
0037576994
-
Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI)
-
Olejnik, S. y Nist, S.L. (1996). Identifying latent variables measured by the Learning and Study Strategies Inventory (LASSI). Journal of Experimental Education, 60, 2, 151-159.
-
(1996)
Journal of Experimental Education
, vol.60
, Issue.2
, pp. 151-159
-
-
Olejnik, S.1
Nist, S.L.2
-
26
-
-
21844488293
-
Self-worth protection in achievement motivation: Performance effects and attributional behavior
-
Thompson, T., Davidson, J.A. y Barber, J.G. (1995). Self-worth protection in achievement motivation: Performance effects and attributional behavior. Journal of Educational Psychology, 87, 4, 598-610.
-
(1995)
Journal of Educational Psychology
, vol.87
, Issue.4
, pp. 598-610
-
-
Thompson, T.1
Davidson, J.A.2
Barber, J.G.3
-
28
-
-
84865900668
-
Dimensiones cognitivo-motivacionales y aprendizaje autorregulado
-
Valle, A., Cabanach, R., Barca, A. y Núñez, J.C. (1996). Dimensiones cognitivo-motivacionales y aprendizaje autorregulado. Revista de Psicología de la PUCP, vol., XIV, 1, 3-34.
-
(1996)
Revista De Psicología De La PUCP
, vol.14
, Issue.1
, pp. 3-34
-
-
Valle, A.1
Cabanach, R.2
Barca, A.3
Núñez, J.C.4
-
29
-
-
84865899227
-
Una perspective cognitivo-motivacional sobre el aprendizaje escolar
-
Valle, A., Cabanach, R., Barca, A. y Núñez, J.C. (1996). Una perspective cognitivo-motivacional sobre el aprendizaje escolar. Revista de Educación, 311, 159-182.
-
(1996)
Revista De Educación
, vol.311
, pp. 159-182
-
-
Valle, A.1
Cabanach, R.2
Barca, A.3
Núñez, J.C.4
-
30
-
-
84865894861
-
Variables cognitivo-motivacionales y aprendizaje escolar: Algunas reflexiones desde una visión constructivista del proceso de aprendizaje
-
Valle, A., González-Cabanach, R., Barca, A. y Núñez, J.C. (1996). Variables cognitivo-motivacionales y aprendizaje escolar: Algunas reflexiones desde una visión constructivista del proceso de aprendizaje. Bordón, 48, 3, 339-346.
-
(1996)
Bordón
, vol.48
, Issue.3
, pp. 339-346
-
-
Valle, A.1
González-Cabanach, R.2
Barca, A.3
Núñez, J.C.4
-
33
-
-
21844526531
-
Self-regulation involves more than metacognition: A social cognitive perspective
-
Zimmerman, B.J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221.
-
(1995)
Educational Psychologist
, vol.30
, pp. 217-221
-
-
Zimmerman, B.J.1
-
34
-
-
0039468446
-
Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting
-
Zimmerman, B.J., Bandura, A. y Matínez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
-
(1992)
American Educational Research Journal
, vol.29
, pp. 663-676
-
-
Zimmerman, B.J.1
Bandura, A.2
Matínez-Pons, M.3
|