| THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC |
|
| LAS EMOCIONES POSITIVAS VS. NEGATIVAS, COMO OBJETO DE ESTUDIO, EN LOS PROCESOS DE ENSEÑANZA-APRENDIZAJE UNIVERSITARIOS, BASADO EN LOS MODELOS 3P Y DIDEPRO |
|
| Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students |
|
| The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement and satisfaction: A structural model |
|
| Autorregulación personal y enseñanza reguladora para predecir el rendimiento y la confianza académica: nueva evidencia para el modelo DIDEPRO |
|
| Personal self-regulation and regulatory teaching to predict performance and academic confidence: New evidence for the DEDEPRO ModelTM |
|
| Enseñanza reguladora, y aprendizaje autorregulado en universitarios: estudio de validez confirmatorio de las escalas EIPEA |
|
| Aportaciones de la Psicología de la Innovación y del Emprendimiento a la Educación, en la Sociedad del Conocimiento |
|
| Regulatory teaching and self-regulated learning in college students: Confirmatory validation study of the IATLP Scales |
|
| Contributions to Education from the Psychology of Innovation and Entrepreneurship, in Today's Knowledge Society |
|
| Students' factors affecting undergraduates' perceptions of their teaching and learning process within ECTS experience |
|
| Looking at teacher identity through self-regulation |
|
| Enhancement of thinking skills: Effects of two intervention methods |
|
| Research on action-emotion style and study habits: Effects of individual differences on learning and academic performance of undergraduate students |
|
| Análisis transcultural de factores motivacionales que influyen en la identidad del profesor |
|
| Factores que afectan la toma de decisiones: diferencias por sexo y edad |
|
| Factors that affect decision making: Gender and age differences |
|
| A Cross Cultural Analysis of Motivational Factors That Influence Teacher Identity. |
|
| La metacognición aplicada a la emoción |
|
| Alcance del constructo analogía |
|
| La inteligencia emocional: implicaciones para el desarrollo emocional saludable en los niños |
|
| An integrated analysis of secondary school students' conceptions and beliefs about learning |
|
| Contexto social, género y competencia social autoevaluada en alumnos andaluces de 11-12 años |
|
| The Role of Motivation on Strengthening Teacher Identity: Emerging Themes |
|
| Dialogic retrospection as a metacognitive research tool |
|
| Social background, gender and self-reported social competence in 11-and 12 -year-old andalusian children. |
|
| Enhancement of self-regulation, assertiveness, and empathy |
|
| Relaciones entre evaluadores de la competencia social en preadolescentes: Profesores, iguales y autoinformes |
|
| What teachers need to know about the struggle for self-determination (conscientization) and self-regulation: Adults with disabilities speak about their education experiences |
|
| Perspectives on a freirean dialectic to promote inclusive education |
|
| Indicadores de inteligencia social en adolescentes |
|
| ¿Puede la psicología contribuir a la mejora de la docencia universitaria? |
|
| El docente del siglo XXI: un modelo de autorregulación y aprendizaje continuo |
|
| La inteligencia emocional: su regulación e implicación |
|
| Un estudio sobre la relación entre las inteligencias múltiples de Gardner y las especialidades profesionales de la Universidad Pública de Navarra |
|
| Calidad de la docencia universitaria: cómo verla, redefinirla y apoyarla |
|
| Students and computers as partners in developing students’ problem-solving skills |
|
| Effects of metacognitive instruction on low achievers in mathematics problems |
|
| Effects of teaching metacognitive skills to students with low mathematics ability |
|
| A Factorial Experiment in Teachers' Written Feedback on Student Homework. Changing Teacher Behavior a Little Rather Than a Lot |
|
