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