Zobrazeno 1 - 10
of 81
pro vyhledávání: '"SRL vs. ERL Theory"'
Autor:
Jesús de la Fuente, José Manuel Martínez-Vicente, Francisco Javier Peralta-Sánchez, Angélica Garzón-Umerenkova, Manuel Mariano Vera, Paola Paoloni
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified
Externí odkaz:
https://doaj.org/article/1e8dd13fba694444affc2349c8c23167
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Akademický článek
Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.
K zobrazení výsledku je třeba se přihlásit.
Autor:
Paoloni, P. (Paola), Vera-Martínez, M.M. (Manuel Mariano), Garzón-Umerenkova, A. (Angélica), Peralta-Sánchez, F.J. (Francisco Javier), Martínez-Vicente, J.M. (José Manuel), Fuente-Arias, J. (Jesús) de la
Publikováno v:
Dadun. Depósito Académico Digital de la Universidad de Navarra
instname
instname
The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::c1f53f86e49410e63d8df48b9482de0b
https://hdl.handle.net/10171/58243
https://hdl.handle.net/10171/58243
Autor:
Mónica Pachón-Basallo, Jesús de la Fuente, María C. González-Torres, José Manuel Martínez-Vicente, Francisco J. Peralta-Sánchez, Manuel M. Vera-Martínez
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. E
Externí odkaz:
https://doaj.org/article/8b786410bb544beaa9e2ac514033744c
Autor:
Jesús de la Fuente, Francisco Javier Peralta-Sánchez, Jose Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova, Lucía Zapata
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and
Externí odkaz:
https://doaj.org/article/83507ff60ba1426ca260d46782134406
Autor:
Jesús de la Fuente
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models—the presage–process–product model; the studying, learning and perf
Externí odkaz:
https://doaj.org/article/97cc417da1054519add6dda97470f2fa
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal facto
Externí odkaz:
https://doaj.org/article/a449228b693148909475e50b58588e8c
Autor:
Jesús de la Fuente, Jorge Amate, María Carmen González-Torres, Raquel Artuch, Juan Manuel García-Torrecillas, Salvatore Fadda
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student’s levels in emotional variables, stress, and coping strategies. The objective of the present research was to test t
Externí odkaz:
https://doaj.org/article/84387799fc734841834d09656b2749cd
Autor:
Francisco Javier Peralta-Sánchez, Lucía Zapata, Jesús de la Fuente, José Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova
Publikováno v:
Frontiers in Psychology
Frontiers in Psychology, Vol 11 (2020)
Frontiers in Psychology, Vol 11 (2020)
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f8fc6467f82af787d4858bf1ff1f5685
https://doi.org/10.3389/fpsyg.2020.01773
https://doi.org/10.3389/fpsyg.2020.01773