Personal Self-Regulation and Regulatory Teaching to predict Performance and Academic Confidence: new evidence for the DEDEPRO ModelTM

Fuente, Jesús de la; Justicia, Fernando Justicia; Sander, Paul; Cardelle-Elawar, María

doi:10.25115/ejrep.34.14031

Cited by 16 publications

(15 citation statements)

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“…In addressing individual differences in school performance, research had traditionally focused on cognitive variables, with general intelligence as the most influential predictor of academic achievement (e.g., Neisser et al, 1996 ). More recently, a growing body of knowledge is highlighting that socio-emotional processes can explain an additional part of the variance of academic success ( Valiente et al, 2007 ; Eisenberg et al, 2010 ; Rothbart, 2011 ; de la Fuente et al, 2014 ). Among these processes, children’s temperament, especially Effortful Control (EC), appears relevant to their school readiness and continued success in the academic domain ( Eisenberg et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

How do different components of Effortful Control contribute to children’s mathematics achievement?

et al. 2015

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This work sought to investigate the specific contribution of two different components of Effortful Control (EC) -attentional focusing (AF) and inhibitory control- to children’s mathematics achievement. The sample was composed of 142 children aged 9–12 year-old. EC components were measured through the Temperament in Middle Childhood Questionnaire (TMCQ; parent’s report); math achievement was measured via teacher’s report and through the standard Woodcock–Johnson test. Additionally, the contribution of other cognitive and socio-emotional processes was taken into account. Our results showed that only AF significantly contributed to the variance of children’s mathematics achievement; interestingly, mediational models showed that the relationship between effortful attentional self-regulation and mathematics achievement was mediated by academic peer popularity, as well as by intelligence and study skills. Results are discussed in the light of the current theories on the role of children’s self-regulation abilities in the context of school.

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Section: Introductionmentioning

confidence: 99%

How do different components of Effortful Control contribute to children’s mathematics achievement?

et al. 2015

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“…The university teaching-learning context is typically characterized by little external regulation, under the assumption that students possess a good level of personal self-regulation. However, this is not always borne out, just as proposed in the hypothesis of lack of regulation in learning contexts De la Fuente et al, 2014). Students with a surface approach, given their low personal self-regulation, should be trained to increase their levels of general self-regulation, and hence, applying self-regulation specifi cally to learning, while at the same time helped toward adopting deeper motivation and strategies in their learning process.…”

Section: Personal Self-regulation and Learning Approachmentioning

confidence: 99%

Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students

Arias

López-García

Mariano-Vera

et al. 2017

Estudios sobre Educación

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Resumen: La autorregulación personal se ha conceptuado como una meta-habilidad, de orden meta-motivacional y meta-afectivo. Esta investigación pretendió establecer las relaciones de asociación e interdependencia con otras variables motivacionales-afectivas relevantes. Participaron un total de 121 alumnos de 2º y 4º curso de Psicología, de la Universidad de Almería (España). Se realizaron análisis correlacionales bivariados de Pearson, ANOVAs y MANOVAs. Los resultados mostraron una relación signifi cativa diferencial entre la autorregulación personal y cada tipo de enfoque de aprendizaje, positiva con la tenacidad y con control resiliente, y negativa con la preocupación. Se evidencia el valor de esta construcción psicoeducativa presagio de las variables estudiadas.Palabras clave: autorregulación personal; enfoques de aprendizaje; resiliencia; ansiedad evaluativa; estudiantes universitarios.

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“…Nuevas evidencias acerca de esta propuesta sugieren que la formación, en interacción con el nivel de regulación en la enseñanza, produce un impacto en la percepción de los estudiantes universitarios de la enseñanza de regulación, de la autorregulación del aprendizaje y sobre su nivel de satisfacción (De la Fuente, García-Berbén y Zapata, 2013). Más específicamente, un alto rendimiento y confianza académica puede ser producido por un tipo de interacción denominada autorregulación personal (De la Fuente et al, 2014).…”

Section: Construyendo Bases Para Una Estilística Ideográfica: Autorreunclassified

La estilística en la formación del profesorado: Programas de investigación y prospectivas

Ventura

2017

EJREP

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El objetivo de esta revisión es analizar y sistematizar las bases conceptuales y empíricas disponibles en la literatura en torno a las corrientes de investigación, los objetos de estudio y las perspectivas futuras de investigación en el campo de la estilística que contribuyan al logro de buenas prácticas en la formación del profesorado. Se presentan tres aproximaciones: una de corte empirista-behaviorista, en la que se incluye la corriente presagio-producto; otra racionalista-cognitivista, dentro de la que tienen lugar diferentes aproximaciones (el pensamiento del profesor y la enseñanza adaptativa); y, una tercera de carácter sociocontextual y situada. No obstante, estas corrientes se alinean a un enfoque nomotético mostrando limitaciones para explicar los estilos personales como marcas de la propia identidad docente. Así, se propone incursionar en aspectos dinámicos e ideográficos de la estilística en la formación del profesorado poniendo mayor atención en la captura y explicación de la riqueza y plasticidad estilística a través de discontinuidades, sutilezas o bucles y diversos tipos de cambio.

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Personal Self-Regulation and Regulatory Teaching to predict Performance and Academic Confidence: new evidence for the DEDEPRO ModelTM

Abstract: Introduction. The 3P and DEDEPRO Models predict interactive relationships among pres-

Cited by 16 publications

References 46 publications

How do different components of Effortful Control contribute to children’s mathematics achievement?

How do different components of Effortful Control contribute to children’s mathematics achievement?

Personal Self-Regulation, Learning Approaches, Resilience and Test Anxiety in Psychology Students

La estilística en la formación del profesorado: Programas de investigación y prospectivas

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