Teaching GuideTerm
Faculty of Educational Studies
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Mestrado Universitario en Psicopedagoxía
 Asignaturas
  Estrategias de aprendizaje y estudio
   Fuentes de información
Básica Cabanach, R.G., González-Pienda, J.A., Rodríguez, S., Núñez, J.C. y Valle, A. (2004). Estrategias y técnicas de estudio. Madrid:Pearson
González-Pienda, J.A., Núñez, J.C., Álvarez, L. y Soler, E. (2002). Estrategias de aprendizaje: concepto, evaluación e intervención.. Madrid: Ediciones Pirámide
Boekaerts, M., Pintrich, P.R., y Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press
Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning i. Educational Psychology Review, 16(4), 285-407
Schunk, D.H. y Zimmerman, B.J. (1998). Self-regultated learning: From teaching to self-reflective practice. New York: Guilford
Valle, A., Rodríguez, S., Cabanach, R.G., Núñez, J.C. y González-Pienda, J.A. (2007). El estudiante eficaz. Aprendizaje y enseñanza de habilidades de estudio. Madrid:Editorial CCS
Zimmerman, B.J. y Schunk, D.H. (1989). Self-regulated learning and academic achieviement: Theory, Research and Practice. New York: Springer-Verlag
Zimmerman, B.J. y Schunk, D.H. (2001). Sef-regulated learning and academic achievement: Theoretical Perspectives. Hillsdale, NJ: Erlbaum
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741. Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G., & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and learning, 5(2), 157-171. Leopold, C., Sumfleth, E., & Leutner, D. (2013). Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer. Learning and Instruction, 27, 40-49. Lyn, J., O´Grady, G. y Rotgans, J.I. (2012). Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviors. Instructional Science 40, 159-172 Mayer, R.E. (2004). Enseñar guiando los procesos cognitivos durante el aprendizaje. En R.E. Mayer, Psicología de la Educación. Enseñar para un aprendizaje significativo (volumen II), (pp. 113-147). Madrid: Pearson Educación. Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. Journal of memory and language, 52(4), 463-477. Núñez, J.C. (2008). ¿Qué entendemos por estudiar?. Aportaciones de la psicología educativa al proceso de enseñanza-aprendizaje. FOCAD (Consejo General de Colegios Oficiales de Psicólogos) Nuñez, J.C. et al.(2006). El aprendizaje autorregulado como medio y meta de la educación. Papeles del Psicólogo, 27(3), 139-146 Panadero, E. Y Alonso-Tapia, J. (2014). ? Como autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje. Anales de Psicología, 30(2), 450. Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological science, 17(3), 249-255. Valle, A., Rodríguez, S., Núñez, J. C., Gonzále, R., González-Pienda, J. A., & Rosario, P. (2010). Motivación y aprendizaje autorregulado. Revista Interamericana de Psicología, 44(1), 86-97 White, M. C., & Bembenutty, H. (2013). Not all avoidance help seekers are created equal: Individual differences in adaptive and executive help seeking. Sage Open, 3(2), 2158244013484916. Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, 81(2), 199-221.
Complementária

Boekaerts, M. (1997). Self- regulated learning:A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 11- 186.

Boekaerts, M. (1999a). Motivated learning:The study of student situational transactional units. European Journal of Psychology of Education, 14 (4), 41- 55.

Boekaerts, M. (1999b). Self-regulated learning: where we are today. International Journal of Educational Research, 31, 445-457.

Boekaerts, M., Pintrich, P. R. y Zeidner, M. (Eds.) (2000). Handbook of self- regulation. San Diego, CA: Academic Press.

Boekaerts, M., y Corno, L. (2005). Self- regulation in the classroom: A perspectiva on Assessment and Intervention. Applied Psychology: An International Review, 54(2), 199- 231

Carver, C. S., y Scheier, M. F. (1998). On the self- regulation of behvior. New York: Cambridge University Press.

Clearly, T. J., y Zimmerman, B. J. (2004). Self- regulation empowerment program: A school- based program to enhance selfregulated and self- motivated cycles of student learning. Psychology in the Schools, 41(5), 537- 550.

Gollwitzer, P. M. (1996). The volitional benefits of planning. En P. M. Gollwitzer y J. A. Bargh (Eds.), The psychology of action. Linking cognition and motivation to behavior (pp. 287- 312). New York: Guilford.

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