¿Difieren las metas de logro, estrategias de regulación y rendimiento académico respecto a las disciplinas de estudios universitarios?

Referencias bibliográficas

• Bentler, P.M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
• Busato, V. V., Prins, F. J., Hamaker, C., & Visser, K. H. (1995) L e e r s t i j l e n o n d e r z o e k gerepliceerd; De samenhang tussen leerstijlen en intelligentie. [Learning styles research replicated; Learning styles and intelligence]. Tijdschrift voor Onderwijs Research 20, 332– 340.
• Busato, V.V., Prins, FJ., Elshout, U., & Hamaker, C. (1998). Learning styles: A cross-sectional and longitudinal study in higher education. British Journal of Educational Psychology, 68, 427-441.
• Elliot, A. J., & McGregor, H. A. (2001). 2*2 achievement goal framework. Journal of Personality and Social Psychology: Special Issue 80 (3), 501–519.
• Elliot, A. J. et al. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 149-169.
• Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.
• Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., & Thrash, T.M. (2002). Revision of achievement goal theory: necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
• Kaplan, A., & Midgley, C. (1997). The effect of achievement goals: Does level of academic efficacy make a difference? Contemporary Educational Psychology, 22, 415-435.
• Linnenbrink-Garcia, L., Tyson, D.F., y Patall, E. A. (2008) When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors. International Review of Social Psychology, 21, 19-70.
• Newman, R. S. (1998). Students’ help-seeking during problem solving: Influences of personal and contextual achievement goals. Journal of Educational Psychology, 90, 644–658.
• Paris, S.G., & Paris, A.H. (2001) Classroom application of research on self-regulated learning. Educational
• Psychologist, 36 (2), 89-101. Pintrich, P. A. (2000). The role of goal orientation in self-regulated learning. En M.Boekaerts, P. R. Pintrich y M. Zeidner, Handbook of self-regulation. San Diego: Academic Press.
• Prins, F. J., Busato, V. V., Hamaker, C., & Visser, K. H. (1996). Een bijdrage tot de validatie van het (meta)cognitieve deel van de Inventaris Leerstijlen. [A contribution to the validation of the (meta)cognitive part of the Learning Styles Inventory.] Pedagogische Studiën, 73, 108– 122.
• Salmerón-Pérez, H., GutierrezBraojos, C., Fernandez Cano, A. y Salmeron-Vílchez, P. (2010). Aprendizaje autorregulado, creencias de autoeficacia y desempeño en la segunda infancia. RELIEVE,16(2). http://www.uv.es/RELIEVE/ v16n2/RELIEVEv16n2_4.htm
• Schunk, D. H., & Zimmerman, B. J. (1998) Conclusions and future directions for academic interventions. En D.H. Schunk y B.J. Zimmerman (Eds.), Self-regulated learning. From teaching to self-reflective practice (225-234). Hillsdale, NJ: Lawrence Erlbaum Assoites, Inc.
• Torrano, F. y M. González-Torres (2004). El aprendizaje autorregulado: presente y futuro de la investigación. Revista Electrónica de Investigación Psicoeducativa, 1 (2), 1-34.
• VanderStoep, S. W., Pintrich, P., & Fagerlin, A. (1996). ‘Disciplinary differences in selfregulated learning in college students’, Contemporary Educational Psychology, 21, 345–362.
• Veenman, M. V. J., Prins, F. J., & Verheij, J. (2003) Learning styles: Self-reports versus thinkingaloud measures. British Journal of Educational Psychology, 73, 357-372.
• Vermunt, J. D., & Rijswijk, V. (1988). Analysis and development of students’ skills in selfregulated learning. Higher Education 17, 647-682.
• Vermunt, J. D. (1992) Qualitative analysis of the interplay between internal and external regulation of learning in two different learning environments. International Journal of Psychology, 27(3y4), 574.
• Vermunt, J. D. (1998) The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149-171.
• Vermunt, J. D. (2005) Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49, 205–234.
• Wolters, C., Yu, S., & Pintrich, P. (1996). The relation between goal orientation and students’ motivational beliefs and selfregulated learning. Learning Individual Differences, 8, 211- 238.
• Yaremko, R. M., Harari, H., Harrison, R. C., & Lynn, E. (1982). Reference handbook of research and statistical methods in psychology: for students and professionals. New York, NY: Harper y Row.
• Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional
• model. En D. H. Schunk y B. J. Zimmerman (Eds.) Selfregulated learning: From teaching to self-reflective practice (1-19). New York: Guilford.
• Zimmerman, B. J. (2000). Attaining self-regulation: a socialcognitive perspective. En M.Boekaerts, P. R. Pintrich y M. Zeidner, Handbook el selfregulation (13-41). San Diego: Academic Press.
• Zusho, A., Pintrich, P. R., & Cortina, K. S. (2005). Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students. Learning and Individual Differences, 15, 141–158.