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1دورية أكاديمية
المؤلفون: Gómez, Edward
المصدر: REDES; Vol. 1 Núm. 16 (2024): (Enero - Diciembre); 145 - 156
مصطلحات موضوعية: ansiedad, autorregulación académica, autorregulación emocional, emociones, procrastinación académica, rendimiento académico
وصف الملف: application/pdf; text/html
العلاقة: https://revistas.udelas.ac.pa/index.php/redes/article/view/redes16-9/305Test; https://revistas.udelas.ac.pa/index.php/redes/article/view/redes16-9Test; http://repositorio2.udelas.ac.pa/handle/123456789/1312Test; https://doi.org/10.57819/q3qg-a103Test
الإتاحة: https://doi.org/10.57819/q3qg-a103Test
http://repositorio2.udelas.ac.pa/handle/123456789/1312Test
https://revistas.udelas.ac.pa/index.php/redes/article/view/redes16-9Test
https://revistas.udelas.ac.pa/index.php/redes/article/view/redes16-9/305Test -
2دورية أكاديمية
المؤلفون: Gómez, Edward
المصدر: REDES; Vol. 1 Núm. 16 (2024): Redes 16 (Enero - Diciembre); 145 - 156 ; 2710-768X ; 1684-6737
مصطلحات موضوعية: ansiedad, autorregulación académica, autorregulación emocional, emociones, procrastinación académica y rendimiento académico, anxiety, academic self-regulation, emotional self-regulation, emotions, academic procrastination, academic performance
وصف الملف: application/pdf
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3دورية أكاديمية
المؤلفون: Laura Méndez Zaballos, Marcela González Brignardello, Isabel Gómez Veiga, Cristina García Ael, Antonio Contreras Felipe, Silvia Muñoz Llorente
المصدر: Siglo Cero, Vol 54, Iss 1, Pp 157-182 (2023)
مصطلحات موضوعية: discapacidad intelectual, universidad a distancia, diseño universal para el aprendizaje, inserción laboral, autorregulación emocional, Psychology, BF1-990, Vocational rehabilitation. Employment of people with disabilities, HD7255-7256, Social sciences (General), H1-99
وصف الملف: electronic resource
العلاقة: https://revistas.usal.es/tres/index.php/0210-1696/article/view/26781Test; https://doaj.org/toc/2530-0350Test
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4دورية أكاديمية
المصدر: MQRInvestigar; Vol. 7 No. 3 (2023): Edition frequency from july to september ; 3609-3634 ; MQRInvestigar ; Vol. 7 Núm. 3 (2023): Edición frecuencia de julio a septiembre ; 2588-0659
مصطلحات موضوعية: autorregulación emocional, estrategias didácticas, manejo de emociones, educación emocional, emotional self-regulation, didactic strategies, emotion management, emotional education
وصف الملف: application/pdf; text/html; text/xml
العلاقة: https://www.investigarmqr.com/ojs/index.php/mqr/article/view/636/2516Test; https://www.investigarmqr.com/ojs/index.php/mqr/article/view/636/2517Test; https://www.investigarmqr.com/ojs/index.php/mqr/article/view/636/2518Test; https://www.investigarmqr.com/ojs/index.php/mqr/article/view/636/2519Test; https://www.investigarmqr.com/ojs/index.php/mqr/article/view/636Test
الإتاحة: https://doi.org/10.56048/MQR20225.7.3.2023.3609-3634Test
https://www.investigarmqr.com/ojs/index.php/mqr/article/view/636Test -
5دورية أكاديمية
المؤلفون: Rodríguez Rico, Rocío, Arnaiz Arredondo, Jorge Alejandro, Venegas Meraz, Guadalupe Paola, Enríquez García, Fabián
المصدر: LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades; Vol. 4 Núm. 5 (2023); 16–29 ; 2789-3855 ; 10.56712/latam.v4i5
مصطلحات موضوعية: autorregulación emocional, docentes, necesidades emocionales, motivación laboral
وصف الملف: application/pdf
العلاقة: https://latam.redilat.org/index.php/lt/article/view/1299/1625Test; https://latam.redilat.org/index.php/lt/article/view/1299Test
الإتاحة: https://doi.org/10.56712/latam.v4i5.1299Test
https://doi.org/10.56712/latam.v4i5Test
https://latam.redilat.org/index.php/lt/article/view/1299Test -
6رسالة جامعية
المؤلفون: Herrera Culqui, Leydi Josselyn
مرشدي الرسالة: Usquiano Kamt, Zoraida Katherine
مصطلحات موضوعية: Autorregulación emocional, Desarrollo socioemocional, Intervenciones para la autorregulación emocional, Emotional self-regulation, Social-emotional development, Interventions for emotional self-regulation, http://purl.org/pe-repo/ocde/ford#5.03.01Test
وصف الملف: application/pdf
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7دورية 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
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8دورية 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 -
9دورية أكاديمية
المؤلفون: Romero Mendoza , Mg. Clariza Ely
المصدر: Ciencia Latina Revista Científica Multidisciplinar; Vol. 6 Núm. 1 (2022); 835-847 ; 2707-2215 ; 2707-2207 ; 10.37811/cl_rcm.v6i1
مصطلحات موضوعية: emotional self-regulation, critical thinking, creativity, autorregulación emocional, pensamiento crítico, creatividad
وصف الملف: application/pdf; text/html
العلاقة: https://ciencialatina.org/index.php/cienciala/article/view/1545/2151Test; https://ciencialatina.org/index.php/cienciala/article/view/1545/2152Test; https://ciencialatina.org/index.php/cienciala/article/view/1545Test
الإتاحة: https://doi.org/10.37811/cl_rcm.v6i1.1545Test
https://doi.org/10.37811/cl_rcm.v6i1Test
https://ciencialatina.org/index.php/cienciala/article/view/1545Test -
10رسالة جامعية
المساهمون: Flores Silva, Bryan Andrés
مصطلحات موضوعية: MINDFULNESS, SUSTANCIAS PSICOACTIVAS, AUTORREGULACIÓN EMOCIONAL
وصف الملف: application/pdf
النص الكامل