EditorialAprender a aprender. Enseñanza y evaluación del aprendizaje autorregulado

Referencias bibliográficas

• Alexander, P. A. (2006). Psychology in Learning and Instruction. New Jersey: Prentice Hall.
• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1978). The self-system in reciprocal determinism. American Psychologist, 33, 344-358.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Boekaerts, M. & Niemivirta, M. (2000). Self-regulation in learning: Finding a balance between learningand ego-protective goals. En M. Boekaerts, P. R Pintrich, & M. Zeidner (Eds.). Handbook of SelfRegulation (pp. 417-450). San Diego, CA: Academic Press.
• Boekaerts, M. (2006). Self-regulation and effort investment. En E. Sigel, & K. A. Renninger (Eds.). Handbook of Child Psychology, Vol. 4, Child Psychology in Practice, (pp. 345-377). Hoboken, NJ: John Wiley & Sons.
• Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A perspective on Assessment and Intervention. Applied Psychology: An International Review, 54(2) 199-231.
• Corno, L. (1993). The best-laid plans: Modern conceptions and educational research. Educational Research, 22(2), 14-22.
• Corno, L. (2001). Volitional aspects of self-regulated learning. in B. J. Zimmerman, & D. H. Schunk (Eds.). Self-regulated learning and academic achievement: Theoretical perspectives (2 ed., pp. 191-225). New Jersey: Lawrence Erlbaum.
• Corno, L. (2008). Work habits and self-regulated learning: Helping students to find a‘will’ from a ‘way’. En D. H. Schunk & B.J. Zimmerman (Eds.). Motivation and self-regulated learning: Theory, research, and applications (pp. 197–222). Mahwah, NJ: Erlbaum.
• Daniels, H. (2003). Vygostky y la pedagogía. Barcelona: Paidós.
• Diaz, R., Winsler, A., Atencio, D. & Harbers, K. (1992). Mediation of self-regulation through the use of private speech. International Journal of Cognitive Education & Mediated Learning, 2, 155-167.
• Espinosa, K. (2008). Aportes de la psicología sociocultural y genética al aprendizaje autorregulado. Revista Iberoamericana de Educación, 47(2), 1-7.
• Gavelek, J., & Bresnahan, P. (2009). Ways of meaning making: Sociocultural perspectives on reading comprehension. En S. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 140-176). New York: Routledge.
• Gitomer, D.H. & Glaser, R. (1987). If you don´t know it work on it: Knowledge, self-regulation and instruction. En R.E. Snow & M.J. Farr (Eds.). Aptitude, learning and instruction (vol.3) (pp. 301-325). Hillsdale, NY: Lawrence Erlbaum Associates.
• Heckhausen, H. (1991). Motivation and action. New York, NY: Springer-Verlag.
• Henderson, R. W., & Cunningham, L. (1994). Creating interactive sociocultural environments for selfregulated learning. En D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: issues and educational applications (pp. 255–281). Hillsdale, NJ: Erlbaum.
• Hernandez Pina, F., Rosario,P. & Cuesta, J.D. (2010). A self-regulated learning intervention programme: Impact on university students. Revista de Educación, (353), 317-318.
• Henderson, R. W., & Cunningham, L. (1994). Creating interactive sociocultural environments for selfregulated learning. In D. H. Schunk, & B. J. Zimmerman (Eds.). Self-regulation of learning and performance: issues and educational applications (pp. 255–281). Hillsdale, NJ: Erlbaum.
• Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.
• Kuhl, J. (1984). Volitional aspects of achievement motivation and learned helplessness: Toward a comprehensive theory of action control. En B. A. Maher & W. B. Maher (Eds.). Progress in Experimental Personality Research (pp. 101-171). Orlando: Academic Press.
• Lacasa, P. y Herranz, P. (1989). Contexto y aprendizaje: el papel de la interacción en diferentes tipos de tareas. Infancia y Aprendizaje, 45, 49-70.
• Leontiev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs: Prentice Hall.
• Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
• McCaslin, M. y Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. En B. J. Zimmerman y D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd edn) (pp. 227- 252). Mahwah, NJ: Lawrence Erlbaum.
• McCombs, B. L. (2001). Self-regulated learning and academic achievement: A phenomenological view. En B. J. Zimmerman & D. H. Schunk (Eds.). Self-regulated learning and academic achievement: Theory, research, and practice (2nd ed.) (pp. 67-123). Mahwah, NJ: Erlbaum.
• McCombs, B.L. & Marzano, R.J. (1990). Putting the self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
• Moll, L.C. (Comp.) (2001). Vygostky y la educación. Connotaciones y aplicaciones de la Psicología Sociohistórica en la Educación. Buenos Aires: Aique.
• Ortiz, L. Salmerón, H. y Rodríguez, S. (2007). La enseñanza de estrategias de aprendizaje en educación infantil. Profesorado, Revista de currículum y formación del profesorado, 11(2), pp. 1-22.
• Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. The Counseling Psychologist, 38, 1001-1043.
• Oyserman, D., Bybee, D., Terry, K., & Hart-Johnson, T. (2004). Possible selves as roadmaps. Journal of Research in Personality, 38, 130–149.
• Paris, S.G., Byrnes, J.P., & Paris, A.H. (2001). Constructing theories, identities, and actions of selfregulated learners. En B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 253–287). New York: Springer-Verlag.
• Paris, A., & Paris, S. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1-44.
• Piaget, J. (1926). The language and thought of the child. New York: Harcourt, Brace, Jovanovich.
• Piaget, J. (1952) The origins of intelligence in children. New York: International Universities Press.
• Piaget, J. (1977). Seis estudios de psicología. Barcelona: Seix Barral.
• Pintrich, P. (2000). The role of goal orientation in self-regulated learning. En M. Boekaerts, P. Pintrich & M. Zeidner (Eds.). Handbook of Self-Regulation (pp. 451-502). California. Academic Press.
• Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. En C. Ames and M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments, (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
• Pintrich, P.R. y Schunk, D.H. (2006). Motivación en contextos educativos. Teoría, investigación y aplicaciones. Madrid. Pearson.
• Pintrich, P.R., y Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. En A. Wigfield y J.S. Eccles (Eds.), Development of achievement motivation. San Diego: Academic Press.
• Popper, K. R. (1995). La responsabilidad de vivir: escritos sobre política, historia y conocimiento. Barcelona: Paidós.
• Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century status report. En C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 11-27). New York: Guilford.
• Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45, 269-286.
• Salmerón, H. y Gutierrez-Braojos, C. (2009). Desarrollo de la Competencia Matemática a través de programas de Aprender a Aprender infusionados en el currículum ordinario. Revista Iberoamericana de Evaluación Educativa, VOL 2 (2), 141-156
• Salmerón, Gutierrez-Braojos, Rodríguez-Fernandez, & Salmeron-Vilchez, 2010. Influencia del aprendizaje cooperativo en el desarrollo de la competencia para aprender a aprender en la infancia. Revista Española de Orientación y Psicopedagogía. VOL, 21,308-319.
• Salmerón, H., Gutierrez-Braojos, C., Rodriguez, S., & Salmeron-Vilchez, P. (2011). Metas de logro, estrategias de regulación y rendimiento académico en diferentes estudios universitarios. Revista de Investigación Educativa, 29(2), 467-477
• Salmerón, H., Gutierrez-Braojos, C., Fernández-Cano, A. y Salmeron-Vilchez, P. (2010). Aprendizaje autorregulado, creencias de autoeficacia y desempeño en la segunda infancia. RELIEVE, 16(2), 1-18.
• Schallert, D. L, Reed, J. H., & Turner J. E. (2004). The interplay of aspirations, enjoyment, and work habits in academic endeavors: Why is it so hard to keep long-term commitments? [Special Issue: Work Habits and Work Styles in School] Teachers College Record, 106(9), 1715-1728.
• Schunk, D. H. (2008). Learning Theories: An Educational Perspective. New York: Prentice Hall.
• Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.
• Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208.
• Vigotsky, L.S. (1979): El desarrollo de los procesos psicológicos superiores. Madrid: Editorial Grijalbo.
• Vygotsky, L.S. (1986). Thought and language. Cambridge, MA: The MIT Press.
• Vygotsky, L.S. (1995). Pensamiento y lenguaje. Barcelona: Paidós.
• Weinstein, C.E., Underwood, V.L., Wicker, F.W. & Cubberly, W.E. (1979). Cognitive learning strategies: Verbal and imaginal elaboration. En H.F. O´Neil & C.D. Spielberger (Eds.), Cognitive and affective learning strategies (pp. 45-75). New York: Academic Press.
• Wertsch, J. V. (1990). The voice of rationality in a sociocultural approach to mind. En L. Moll (Ed.),
• Vygotsky and education: Instructional implications and applications of sociocultural psychology (pp. 111-126). New York: Cambridge University Press.
• Wertsch, J. V. (1995). Vygotsky y la formación social de la mente. Barcelona: Paidós.
• Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 259-277). New York: Routledge.
• Winne, P.H. (2001). Self-regulated learning viewed from models of information processing. En B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (2a. ed.) (pp. 159-183). Mahwah, N.J.: Lawrence Erlbaum Associates Publishers.
• Zimmerman, B. J. (1994). Dimensions of academic self regulation: A conceptual framework for education. En D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. En D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ: Erlbaum.
• Zimmerman, B.J. (2001). Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. En B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: theoretical perspectives (pp. 1-39). Mahwah, N.J.: Lawrence Erlbaum Associates Publishers.