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1دورية أكاديمية
المؤلفون: Branco, Catarina Isabel Martins, Gomes, A. Rui, Morais, Catarina, Fontes, Liliana Magalhães Campos, Sousa, Jacinta Marlene Rebelo
مصطلحات موضوعية: Envolvimento parental, Orientação motivacional, Rendimento desportivo, Desporto juvenil, Futebol, Participación de los padres, Orientación motivacional, Rendimiento deportivo, Deporte juvenil, Fútbol, Parental involvement, Goal orientation, Sports performance, Youth sports, Football, Ciências Sociais::Psicologia, Saúde de qualidade
وصف الملف: application/pdf
العلاقة: https://revistas.um.es/cpd/article/view/535761/353831Test; Branco, C., Gomes, A.R., Morais, C., Fontes, L., & Sousa, J. (2024). Perfis de envolvimento parental no futebol juvenil: Um estudo com jovens atletas: envolvimento parental no desporto. Cuadernos de Psicología del Deporte, 24(1), 182-199. https://doi.org/10.6018/cpd.535761Test; https://hdl.handle.net/1822/87999Test
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2دورية أكاديمية
المؤلفون: Mayordomo Saiz, Rosa M., Espasa Roca, Anna, Guasch Pascual, Teresa, Martínez-Melo, Montserrat
المصدر: RIED-Revista Iberoamericana de Educación a Distancia; Vol. 26 Núm. 2 (2023): Monográfico. Evidencias de aprendizaje en prácticas educativas mediadas por tecnologías digitales; 135-154 ; RIED. Revista Iberoamericana de Educación a Distancia; Vol. 26 N.º 2 (2023): Monográfico. Evidências de aprendizagem em práticas educativas mediadas por tecnologias digitais; 135-154 ; RIED. Revista Iberoamericana de Educación a Distancia; Vol. 26 No. 2 (2023): Special Issue. Evidence of Learning in Educational Practices Mediated by Digital Technologies; 135-154 ; 1390-3306 ; 1138-2783 ; 10.5944/ried.26.2
مصطلحات موضوعية: feedback, online, resubmission, engagement, motivational orientation, self-efficacy, reelaboración, implicación, orientación motivacional, autoeficiencia
وصف الملف: text/html; application/pdf; application/epub+zip
العلاقة: https://revistas.uned.es/index.php/ried/article/view/36242/27636Test; https://revistas.uned.es/index.php/ried/article/view/36242/27449Test; https://revistas.uned.es/index.php/ried/article/view/36242/27676Test; https://revistas.uned.es/index.php/ried/article/view/36242/27545Test; https://revistas.uned.es/index.php/ried/article/view/36242Test
الإتاحة: https://doi.org/10.5944/ried.26.2.36242Test
https://doi.org/10.5944/ried.26.2Test
https://revistas.uned.es/index.php/ried/article/view/36242Test -
3دورية 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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4دورية 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 -
5دورية أكاديمية
المؤلفون: Santos Caló Silva, Fernanda, Moraes, Mayra Grava, Pestana, Daniel, Barroso Hirota, Vinicius, Lopes Verardi, Carlos Eduardo
المصدر: Retos; Vol. 45 (2022); 671-678 ; 1988-2041 ; 1579-1726
مصطلحات موضوعية: parental suport, parental involvement, motivational guidance, sports initiation, ( apoyo de los padres, implicación de los padres, orientación motivacional, iniciación deportiva), apoyo de los padres, iniciación deportiva, (parental support, sports initiation), apoio parental, envolvimento parental, orientação motivacional, iniciação desportiva
وصف الملف: application/pdf
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6رسالة جامعية
المصدر: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 18.69 (2018): 103-117
103
69
117
18مصطلحات موضوعية: Orientación motivacional, Apoyo a la autonomía, Necesidades psicológicas básicas, Balonmano playa, Deportes
الوصول الحر: http://hdl.handle.net/10486/681568Test
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7دورية أكاديمية
المصدر: Acción Psicológica; Vol. 17 Núm. 2 (2020): Selección de artículos de temática libre [Selection of articles]; 123–134 ; Acción Psicológica; Vol. 17 No. 2 (2020): Selection of articles; 123–134 ; 2255-1271 ; 1578-908X ; 10.5944/ap.17.2
مصطلحات موضوعية: Primary Education, Motivational orientation, learning goals, social goals, achievement goals, Educación Primaria, Orientación motivacional, metas de aprendizaje, metas de valoración social, metas de rendimiento
وصف الملف: application/pdf
العلاقة: https://revistas.uned.es/index.php/accionpsicologica/article/view/26044/24023Test; https://revistas.uned.es/index.php/accionpsicologica/article/view/26044Test
الإتاحة: https://doi.org/10.5944/ap.17.2.26044Test
https://doi.org/10.5944/ap.17.2Test
https://revistas.uned.es/index.php/accionpsicologica/article/view/26044Test -
8دورية أكاديمية
المؤلفون: Evelia Franco, Javier Coterón, Jorge Brito
المصدر: Maskana, Vol 7, Iss 2, Pp 69-76 (2016)
مصطلحات موضوعية: TEOSQ, orientación motivacional, propiedades psicométricas, estudiantes ecuatorianos, Science (General), Q1-390, Social sciences (General), H1-99
وصف الملف: electronic resource
العلاقة: https://publicaciones.ucuenca.edu.ec/ojs/index.php/maskana/article/view/1051Test; https://doaj.org/toc/1390-6143Test; https://doaj.org/toc/2477-8893Test
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9
المؤلفون: Lorenzo Lago, Enrique Vicente
المساهمون: Sabucedo Cameselle, José Manuel, Morales Domínguez, José Francisco, Universidade de Santiago de Compostela. Escola de Doutoramento Internacional (EDIUS), Universidade de Santiago de Compostela. Programa de Doutoramento en Procesos Psicolóxicos e Comportamento Social
مصطلحات موضوعية: orientación motivacional, negociaciones repetidas, tasa de integración, Investigación::61 Psicología::6114 Psicología social::611405 Resolución de conflictos [Materias], Subjective Value Inventory, género, negociación
وصف الملف: application/pdf
الوصول الحر: https://explore.openaire.eu/search/publication?articleId=od______1601::55a1e568564906c7fbb43c14cbcaf84aTest
https://hdl.handle.net/10347/30038Test -
10دورية أكاديمية
المؤلفون: Morillo, J. P., Reigal, R. E., Hernández-Mendo, A.
مصطلحات موضوعية: Orientación motivacional, Apoyo a la autonomía, Necesidades psicológicas básicas, Balonmano playa, Deportes
وصف الملف: application/pdf
العلاقة: Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte; https://doi.org/10.15366/rimcafd2018.69.007Test; Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte 18.69 (2018): 103-117; http://hdl.handle.net/10486/681568Test; 103; 69; 117; 18