-
1دورية أكاديمية
المؤلفون: Diana Margarita Abello, Jesús Alonso-Tapia, Ernesto Panadero
المصدر: Revista Complutense de Educación, Vol 33, Iss 3 (2022)
مصطلحات موضوعية: estilo de enseñanza, clima motivacional de clase, motivación, orientación motivacional, autorregulación emocional, autorregulación motivacional, Education, Education (General), L7-991
وصف الملف: electronic resource
العلاقة: https://revistas.ucm.es/index.php/RCED/article/view/74455Test; https://doaj.org/toc/1130-2496Test; https://doaj.org/toc/1988-2793Test
-
2دورية أكاديمية
المصدر: Revista Complutense de Educación; Vol 33 No 3 (2022); 399-412 ; Revista Complutense de Educación; Vol. 33 Núm. 3 (2022); 399-412 ; 1988-2793 ; 1130-2496
مصطلحات موضوعية: estilo de enseñanza, clima motivacional de clase, motivación, orientación motivacional, autorregulación emocional, autorregulación motivacional, teaching style, classroom motivational climate, achievement goal orientations, emotion self-regulation, motivation self-regulation
وصف الملف: application/pdf
العلاقة: https://revistas.ucm.es/index.php/RCED/article/view/74455/4564456560679Test; Abello, D., Alonso-Tapia, J., & Panadero, E. (2020). Development and validation of the Teaching Styles Inventory for Higher Education (TSIHE). Anales de psicología/annals of psychology, 36(1), 143-154. https://doi.org/10.6018/analesps.370661Test; Abello, D., Alonso-Tapia, J., & Panadero, E. (2021). Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment. International Journal of Instruction, 14(2), 685-702. http://www.e-iji.net/dosyalar/iji_2021_2_38.pdfTest; Abello, D., Hernández, C. & Hederich, C. (2011). Estilos de enseñanza en docentes universitarios, propuesta y validación de un modelo teórico e instrumental. Pedagogía y saberes, (35), 141-154. https://doi.org/10.17227/01212494.35pys141.153Test; Alonso-Tapia, J. (2016). Clima motivacional de clase - características, efectos y determinantes [Classroom motivational climate: characteristics, effects, and determinants]. In F. Veiga (Coord.), Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação — Motivação para o Desempenho Académico (pp. 9-34). Instituto de Educação, Universidade de Lisboa, Lisboa. http://www.ie.ulisboa.pt/publicacoes/envolvimento-dos-alunos-na-escola-perspetivas-da-psicologia-e-educacao-motivacao-para-o-desempenho-academicoTest; Alonso-Tapia, J., Abello, D. M., & Panadero, E. (2020). Regulating emotions and learning motivation in higher education students. Journal of Emotional Education, 12 (2), 73-89. http://oaji.net/articles/2020/4987-1607679275.pdfTest; Alonso-Tapia, J., Ruiz, M. Á. & Huertas, J. A. (2020). Differences in classroom motivational climate: causes, effects, and implications for teacher education. A multilevel study. Anales De Psicología/Annals of Psychology, 36(1), 122-133. https://doi.org/10.6018/analesps.337911Test; Alonso-Tapia, J. & Fernández-Heredia, B. (2008). Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ). Psicothema, 20(4), 883-889. https://doi.org/10.1037/t68451-000Test; Alonso-Tapia, J. & Fernández-Heredia, B. (2009). Un modelo para el análisis del clima motivacional de clase: validez transcultural e implicaciones educativas. Infancia y Aprendizaje, 32(4), 598–612. https://doi.org/10.1174/021037009789610368Test; Alonso-Tapia, J., & Nieto, C. (2019). Classroom Emotional Climate: Nature, Measurement, Effects and Implications for Education. Revista de Psicodidáctica (English ed.), 24(2), 79-87. https://doi.org/10.1016/j.psicod.2018.08.002Test; Alonso-Tapia, J., Nieto, C., Merino-Tejedor, E., Huertas, J. A. & Ruiz, M. (2018). Assessment of learning goals in university students from the perspective of "person-situation interaction": the Situated Goals Questionnaire (SGQ-U). Estudios de Psicología, 39 (1), 20-57. https://doi.org/10.1080/02109395.2017.1412707Test; Alonso-Tapia, J., Panadero, E. & Ruiz, M. (2014). Development and validity of the emotion and motivation self-regulation questionnaire (EMSR-Q). The Spanish journal of psychology, 17(55), 1-15. https://doi.org/10.1017/sjp.2014.41Test; Ames, C. (1992). Achievement goals and the classroom motivational climate. Student perceptions in the classroom (Vol. 1, pp. 327-348).; Antoniou, F. & Kalinogloua, F. (2013). Teaching Style: Is it Measurable and Changeable? Procedia-Social and Behavioral Sciences, 93, 1618-1623. https://doi.org/10.1016/j.sbspro.2013.10.090Test; Baez-Estradas, M. & Alonso-Tapia, J. (2017). Training strategies for self-regulating motivation and volition: effect on Learning. Anales de psicología, 33(2), 292-300. https://doi.org/10.6018/analesps.33.2.229771Test; Bota, O. A. & Tulbure, C. (2015). Aspects Regarding the Relationship between Teaching Styles and School Results. Procedia-Social and Behavioral Sciences, 203, 285–290. https://doi.org/10.1016/j.sbspro.2015.08.296Test; Camargo, A. & Hederich, C. (2007). El estilo de enseñanza. Un concepto en búsqueda de precisión. Pedagogía y Saberes, 26, 31-40. https://doi.org/10.17227/01212494.26pys31.40Test; Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., et al. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26(4), 467-483. https://doi.org/10.1007/s10869-010-9201-6Test; Elliot, A.J. (2005). A conceptual history of achievement goal construct. In A.J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. (pp. 52-72). New York: Guilford.; Fischer, L. & Fischer, B. (1968). Learning Styles, Teaching Styles, and Individualized Instruction. In Hildebrand, Edwin Ed. Quality and the Small School, p. 30-34. https://eric.ed.gov/?id=ED027107Test; Fontana, D. (1994). Managing classroom behavior. Leicester, RU: The British Psychological Society.; Fried, L. (2011). Teaching teachers about emotion regulation in the classroom. Australian Journal of Teacher Education (Online), 36(3), 1. https://doi.org/10.14221/ajte.2011v36n3.1Test; Frunzâ, V. (2014). Implications of Teaching Styles on Learning Efficiency. Procedia-Social and Behavioral Sciences, 127, 342-346. https://doi.org/10.1016/j.sbspro.2014.03.268Test; Gafoor, K.A. & Babu U.H. (2012). Teaching Style: A Conceptual Overview In S. Sabu, Teacher Education In The New Millennium, New Delhi: APH. pp 55-69; García-Pérez, D., Fraile, J., & Panadero, E. (2021). Learning strategies and self-regulation in context: How higher education students approach different courses, assessments, and challenges. European Journal of Psychology of Education, 36(2), 533-550. https://doi.org/10.1007/s10212-020-00488-zTest; Givens, R. R. (2012). Synthesizing the evidence on classroom goal structures in middle and secondary schools: A meta-analysis and narrative review. Review of Educational Research, 82(4), 396-435. https://doi.org/10.3102/0034654312464909Test; Gross, J. J. (2013). Handbook of emotion regulation (pp. 3 - 20). Guilford publications.; Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River, NJ: Pearson-Prentice Hall.; Hair Jr, J. F., Hult, G. T. M., Ringle, C. & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM). Sage publications.; Harackiewicz, J. M., Barron, K. E., Tauer, J. M. & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562. https://doi.org/10.1037/0022-0663.94.3.562Test; Harley, J. M., Pekrun, R., Taxer, J. L. & Gross, J. J. (2019). Emotion regulation in achievement situations: An integrated model. Educational Psychologist, 54(2), 106-126. https://doi.org/10.1080/00461520.2019.1587297Test; Khandaghi, M. A. & Farasat, M. (2011). The effect of teacher's teaching style on students' adjustment. Procedia-Social and Behavioral Sciences, 15, 1391-1394. https://doi.org/10.1016/j.sbspro.2011.03.299Test; Koivuniemi, M., Panadero, E., Malmberg, J., & Järvelä, S. (2017). Higher education students’ learning challenges and regulatory skills in different learning situations. Infancia y Aprendizaje, 40(1), 19-55. https://doi.org/10.1080/02103702.2016.1272874Test; Howell, A. J. & Buro, K. (2011). Relations among mindfulness, achievement-related self-regulation, and achievement emotions. Journal of Happiness Studies, 12(6), 1007–1022. https://doi.org/10.1007/s10902-010-9241-7Test; Leal-Soto, F. & Alonso-Tapia, J. (2017). Cuestionario de Clima Motivacional de la Clase: Validez intercultural, intergénero, evolutiva y predictiva. [Classroom Motivational Climate Questionnaire: intercultural, inter-gender, developmental and predictive validity], Avaliação Psicológica, 3(45), 57–70. https://doi.org/10.21865/RIDEP45.3.05Test; Macklem, G. L. (2015). Boredom in the Classroom: Addressing student motivation, self-regulation, and engagement in learning (Vol. 1). Springer.; Maehr, M. L. & Zusho, A. (2009). Achievement Goal Theory: The Past, Present, and Future. In Handbook of Motivation at School (pp. 91-118). Routledge.; Meyer, D. K. & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377-390. https://doi.org/10.1007/s10648-006-9032-1Test; Montes, Y. S., Prettel, M. G. & Boutureira, M. T. (2018). Emotions in university life: Analysis of the relationship between emotional self-awareness and emotional self-regulation in teens and college-aged students. Psicogente, 21(40) 422-439. https://doi.org/10.17081/psico.21.40.3081Test; Morgan, K., Kingston, K. & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviors that influence motivational climate and pupils' motivation in physical education. European Physical Education Review, 11(3), 257–285. https://doi.org/10.1177/1356336X05056651Test; Muijs, D., Kyriakides, L., Van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art–teacher effectiveness and professional learning. School effectiveness and school improvement, 25(2), 231-256. https://doi.org/10.1080/09243453.2014.885451Test; Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8(442), 1-28. https://doi.org/10.3389/fpsyg.2017.00422Test; Pekrun, R. & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. Handbook of research on student engagement (pp. 259-282). Springer.; Randall, J. & Engelhard, G., 2010. Examining the grading practices of teachers. Teaching and Teacher Education, 26(7), pp.1372–1380. https://doi:10.1016/j.tate.2010.03.008Test; Reeve, J., Jang, H., Carrell, D., Jeon, S. & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28(2), 147-169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6fTest; Reindl, M., Tulis. M., & Dresel, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with Learning. Learning and Individual Differences, 77, 101806. https://doi.org/10.1016/j.lindif.2019.101806Test; Rendón, M. A. (2013). A Conceptualization of Teaching Styles. Revista Colombiana de Educación, (64), 175-195. https://doi.org/10.17227/01203916.64rce175.195Test; Rubin, D. B. (1976). Inference and missing data. Biometrika, 63(3), 581-592. https://doi.org/10.1093/biomet/63.3.581Test; Schwinger, M., Steinmayr, R. & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence. Learning and Individual Differences, 19(4), 621-627. https://doi.org/10.1016/j.lindif.2009.08.006Test; Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance an integrative review. Perspectives on Psychological Science, 10(2), 176-199. https://doi.org/10.1177/1745691615569000Test.; Tinto, V. (2017). Reflections on student persistence. Student Success, 8(2), 1-9. https://doi.org/10.5204/ssj.v8i2.376Test; Webster, E. A. & Hadwin, A. F. (2015). Emotions and emotion regulation in undergraduate studying: Examining students' reports from a self-regulated learning perspective. Educational Psychology, 35(7), 794–818. https://doi.org/10.1080/01443410.2014.895292Test; Wolters, C. A. (1999). The relation between high school students' motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and individual differences, 11(3), 281-299. https://doi.org/10.1016/S1041-6080Test(99)80004-1; Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational psychologist, 38(4), 189-205. https://doi.org/10.1207/S15326985EP3804_1Test; https://revistas.ucm.es/index.php/RCED/article/view/74455Test
الإتاحة: https://doi.org/10.5209/rced.74455Test
https://doi.org/10.1007/s10869-010-9201-6Test
https://doi.org/10.14221/ajte.2011v36n3.1Test
https://doi.org/10.1016/j.sbspro.2014.03.268Test
https://doi.org/10.3102/0034654312464909Test
https://doi.org/10.3389/fpsyg.2017.00422Test
https://doi.org/10.17227/01203916.64rce175.195Test
https://doi.org/10.1093/biomet/63.3.581Test
https://doi.org/10.5204/ssj.v8i2.376Test
https://doi.org/10.1016/S1041-6080Test(99)80004-1 -
3رسالة جامعية
المساهمون: Moreira Tricot, Karen
مصطلحات موضوعية: Juego, Niños, Desarrollo, Autorregulación emocional, Evaluación, Tesis de maestría (Psicología educacional)
وصف الملف: 24 p.; application/pdf
-
4دورية أكاديمية
المؤلفون: Ruiz Palomino, Estefanía, Ballester Arnal, Rafael, Giménez García, Cristina, Gil Juliá, Beatriz, Gil Llario, María Dolores
المساهمون: Universitat Jaume I, Universitat de València
مصطلحات موضوعية: HIV prevention, Condom use, Depressive symptoms, Emotional self-regulation, Youth, Prevención del VIH, Uso de condones, Sintomas depresivos, Autorregulación emocional, Juventud, 3210 Medicina Preventiva, 3205.05 Enfermedades Infecciosas, 6102 Psicología del Niño y del Adolescente, 6106.03 Emoción
وصف الملف: 8 p.; application/pdf
العلاقة: https://revista.infad.eu/index.php/IJODAEP/article/view/1247Test; http://hdl.handle.net/10662/12843Test; RUIZ PALOMINO, E., BALLESTER ARNAL, R., GIMÉNEZ GARCÍA, C., GIL JULIÁ, B., GIL LARIO, M. D. (2018). Clinical profile associated with hiv risk in spanish youth. International Journal of Developmental and Educational Psychology. INFAD: Revista de Psicología, n. 1, vol. 2, 387-394. https://doi.org/10.17060/ijodaep.2018.n1.v2.1247Test; International Journal of Developmental and Educational Psychology. INFAD: Revista de Psicología; 387; 394
-
5دورية أكاديمية
المؤلفون: Eva Garrosa, Bernardo Moreno-Jiménez, María Eugenia Morante Benadero, Raquel Rodríguez-Carvajal
المصدر: Psicologia em Estudo, Vol 13, Iss 1, Pp 3-11 (2008)
مصطلحات موضوعية: Ciclo de energía y tensión, diferencias individuales, autorregulación emocional, ciclo de energia e tensão, diferenças individuais, autocontrole emocional, Energy-tension cycle, individual differences, regulation of mood, Psychology, BF1-990
وصف الملف: electronic resource
العلاقة: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-73722008000100002Test; https://doaj.org/toc/1413-7372Test; https://doaj.org/toc/1807-0329Test
النص الكامل