Bibliografía 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

 

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.
Bibliografía complementaria

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.