Motivación y aprendizaje autorregulado

Références bibliographiques

• Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317-329.
• De la Torre, C., & Godoy, A. (2004). Diferencias individuales en las atribuciones causales de los docentes y su influencia en el componente afectivo. Revista Interamericana de Psicología, 38, 217-224.
• Di Vesta, F. J. (1989). Applications of cognitive psychology to education. In M. C. Wittrock & F. Farley (Eds.), The future of educational psychology (pp. 37-73). Hillsdale, NJ: Erlbaum.
• Eccles, J. S., & Wigfield, A. (2002). Motivacional beliefs, values and goals. American Review Psychology, 53, 109-132.
• Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
• Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
• Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
• Elliot, A., & McGregor, H. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 461-475.
• Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
• Garcia, T., & Pintrich, P. R. (1994). Regulation motivation and cogni- tion in the classroom: The role of self-schemas and self-regulatory strategies. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 127-153). Hillsdale, NJ: Lawrence Erlbaum.
• Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
• Kulh, J. (2000). A functional-design approach to motivation and selfregulation: The dinamics of personality systems and interactions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation (pp. 111-169). San Diego: Academic Press.
• Lemos, M. (1999). Students´ goals and self-regulation in the classroom. International Journal of Educational Research, 31, 471-486.
• Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
• Mayer, R. E. (1992a). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, 405-412.
• Mayer, R. E. (1992b). Guiding students’ cognitive porcessing of scientific information in text. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 243-258). San Diego: Academic Press.
• Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An unexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
• Newman, R. S. (1998). Adaptative help-seeking: A role of social interaction in self-regulated learning. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 13- 37). Mahwah, NJ: Erlbaum.
• Núñez, J. C., Solano, P., González-Pienda, J. A., & Rosario, P. (2006). El aprendizaje autorregulado como medio y meta de la educación. Papeles del Psicólogo, 27, 139-146.
• Núñez, J. L., Martín-Albo, J., Navarro, J. G., & Grijalbo, F. (2006). Validación de la Escala de Motivación Educativa (EME) en Paraguay. Revista Interamericana de Psicología, 40, 391-398.
• Paris, S. G., & Byrnes, J. P. (1989). The constructivist approach to selfregulation and learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 170-200). New York: Springer-Verlag.
• Paris, S. G., Byrnes, J. P., & Paris, A. H. (2001). Constructing theories, identities, and actions of self-regulated learners. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 253-287). Mahwah, NJ: Lawrence Erlbaum.
• Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego: Academic Press.
• Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
• Pintrich, P. R. (2002). Future challenges and directions for theory and research on personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103-118). Mahwah, NJ: Lawrence Erlbaum.
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review 16, 385-407.
• Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom performance. Journal of Educational Psychology, 82, 33-40.
• Rodríguez, S., Cabanach, R. G., Piñeiro, I., Valle, A., Núñez, J. C., & González-Pienda, J. A. (2001). Metas de aproximación, metas de evitación y múltiples metas académicas. Psicothema, 13, 546-550.
• Rodríguez, S., Cabanach, R. G., Valle, A., Núñez, J. C., & GonzálezPienda, J. A. (2004). Diferencias en el uso del self-handicapping y pesimismo defensivo y sus relaciones con las metas de logro, la autoestima y las estrategias de autorregulación del aprendizaje. Psicothema, 16, 626-632.
• Rosario, P. (2004). Estudar o Estudar: As (des)venturas do Testas. Porto, Portugal: Porto.
• Scandura, J. M., Frase, L. T., Gagne, R. M., Stolurow, K. A., & Groen, G. (1981). Current status and future directions of educational psychology as a discipline. In F. Farley & N. J. Gordon (Eds.), Psychology and education (pp. 367-388). Berkeley, CA: McCutchan.
• Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation in education: Retrospect and prospect. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 305-314). Hillsdale, NJ: Erlbaum.
• Schunk, D., & Zimmerman, B. (Eds.). (2008). Motivation and self-regulated learning: Theory, research and applications. New York: Lawrence Erlbaum.
• Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, selfperceptions, and anxiety. Journal of Educational Psychology, 89, 71-81.
• Suárez, J. M., Cabanach, R. G., & Valle, A. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561-572.
• Utman, C. (1997). Performance effects of motivational state: A metaanalysis. Personality and Social Psychology Review, 1, 170-182.
• Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J. A., Rodríguez, S., & Piñeiro, I. (2003a). Cognitive, motivational, and volitional dimensions of learning: An empirical test of a hypothetical model. Research in Higher Education, 44, 557-580.
• Valle, A., Cabanach, R. G., Núñez, J. C., González-Pienda, J. A., Rodríguez, S., & Piñeiro, I. (2003b). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71-87.
• Valle, A., Cabanach, R. G., Rodríguez, S., Núñez, J. C., & GonzálezPienda, J. A. (2005). Self-worth protection strategies in higher educational students: Exploring a model of predictors and consequences. In R. Nata (Ed.), New directions in higher education (pp. 99-126). New York: Nova Science.
• Valle, A., Cabanach, R. G., Rodríguez, S., Núñez, J. C., & GonzálezPienda, J. A. (2006). Metas académicas, estrategias cognitivas y estrategias de autorregulación del estudio. Psicothema, 18, 165-170.
• Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., González-Pienda, J. A., & Rosario, P. (2008). Capacidad predictiva de las metas académicas sobre el rendimiento en diferentes áreas curriculares. Revista Latinoamericana de Psicología, 40, 111-122.
• Valle, A., Núñez, J. C., Cabanach, R. G., Rodríguez, S., González-Pienda, J. A., & Rosario, P. (2009). Perfiles motivacionales en estudiantes de Secundaria: análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico. Revista Mexicana de Psicología, 26, 113-124.
• Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
• Weiner, B. (1986). An attributional theory of emotion and motivation, New York: Springer-Verlag.
• Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115.
• Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265- 310.
• Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
• Wolters, C. A. (2003a). Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
• Wolters, C. A. (2003b). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.
• Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 3-21). Hillsdale, NJ: Lawrence Erlbaum.
• Zimmerman, B. J. (1995). Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 30, 217-221.
• Zimmerman, B. J. (2000a). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.
• Zimmerman, B. J. (2000b). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
• Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement. Theory, research and practice. New York: Springer-Verlag.