La importancia de la planificación de la lectura dentro del aula: una cuestión tanto cognitiva como motivacional
- Verónica Azofeifa-Espinosa
- Raquel De Sixte-Herrera 1
-
1
Universidad de Salamanca
info
Buch:
Comprensión y aprendizaje a través del discurso: procesos, competencias y aplicaciones
- Silvia Miramontes Zapata (coord.)
- Héctor García Rodicio (coord.)
Verlag: Editorial LEED del laboratorio de Evaluación y Educación
Datum der Publikation: 2017
Seiten: 84-103
Art: Buch-Kapitel
Bibliographische Referenzen
- Alvermann, D. E. y Hague, S. A. (1989). Comprehension of counterintuitive science text: Effects of prior knowledge and text structure. Journal of Educational Research, 82(4), 197-202.
- Alvermann, D. E. y Hynd, C. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors’ comprehension of physics. Journal of Educational Research, 83, 97-102.
- Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal of Educational Psychology, 84(3), 261-271.
- Azofeifa, V. (2010). La mediación cálida: un sistema de observación aplicado a los episodios de planificación en las actividades de aula. Trabajo para obtener el Grado de Salamanca inédito. Universidad de Salamanca, España.
- Azofeifa, V. y De Sixte, R. (2011). La planificación del aula: elementos discursivos fríos y cálidos. Comunicación: VI Congreso internacional de Psicología de la Educación y III Congreso Nacional de Psicología de la Educación. España.
- Bergin, A. (1995). Effects of a mastery versus competitive motivation situation on learning. Journal of Experimental Education, 63(4), 303.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Bandura, A. (2012). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38(1), 9-44.
- Braaten, I. y Samuelstuen, M. S. (2004). Does the ifluence of reading purpose on reports of strategic text processing depende on student´s topic knowledge? Journal of Educational Psychologist, 96(2), 324-336.
- Braaten, I. y Strøømsøø, H. (2010): Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change. Discourse Processes, 47(1), 1-31.
- Castellano, N. (2011). Mediación cálida y aprendizaje. La facilitación de los procesos motivacionales y volitivos, a través del discurso: un estudio sobre su impacto en la comprensión. (Tesis doctoral inédita). Universidad de Salamanca, España.
- Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching. A flow analysis. En J. L Bess (Ed.), Teaching well and liking it: motivating faculty to teach effectively (pág. 72-93). Baltimore, MD, US: John Hopkins University Press.
- Conti, R., Amabile, T. M. y Pollak, S. (1995). The positive impact of creative activity: effects of creative task engagement and motivacional focus on collage student´s learning. Personality and Social Psychology Bulletin, 21(10), 1107-1116.
- Coté, N., Goldman, S. R. y Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25(1), 1-53.
- Das, J. P., Kar, B. C. y Parrila, R. K. (1998). Planificación cognitiva: bases psicológicas de la conducta inteligente. Cognición y desarrollo humano. Barcelona: Paidós.
- Deci, E. L. y Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.
- De Sixte, R. (2006). Un sistema de observación de las mediaciones emocionales en la interacción profesor-alumno. La estrecha relación entre cognición y emoción. Colección Vítor (178). Ediciones Universidad de Salamanca, España.
- Diakidoy, I. A. N., Kendeou, P. y Ioannides, C. (2003). Reading about energy: the effects pf text structure in science learning and conceptual change. Contemporary Educational Psychology. 28(3), 335-356.
- Dweck, C. S. y Legget, E. (1988). A social cognitive aproach to motivation and personality. Psychological review, 95(2), 252-273.
- García, T. y Pintrich, P. R. (1994). Regulating motivation and cognition in the Classroom: The role of selfschemas and self regulatory Strategies. En B. H. Shunk y B. J. Zimmerman (Eds), Self regulation of learning and performance. Issues and educational aplications, (Vol 3, pp. 127-153). New Jersey: Lawrence Erlbaum Associates. Publishers, Hillsdale.
- Gollwitzer, P. M. (1990). Action Phases and mind sets. En E. T Higgins y R. M. Sorrentino (Eds). Handbook of motivation and cognition: foundation of social behavior, (Vol. 2, pp. 53-92). New York: The Guilford Press
- Friedman, S. L., Scholnick, E. y Cocking, R. (1987). Blueprints for thinking: the role of planning cognitive development. Cambridge University Press.
- Harackiewicz, J. M., Barron, K. E. y Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33(1), 1-21.
- Heckhausen, H. (1991). Motivation and action. Springer-Verlag.
- Heckhausen, H. y Gollwitzer, P. M. (1987). Thought Contents and cognitive functioning in motivacional and versus Volitional States of mind. Motivation and Emotion, 11(2), 101-120.
- Kaakinen, J. K., Hyönä, J. y Keenan, J. (2002). Perspective effects on on-line text processing. Discourse Processes, 33, 159-173.
- Kaakinen, J. K., Hyönä, J. y Keenan, J. M. (2003). How prior knowledge, working memory capacity, and relevance of information affect eye-fixations in expository text. Journal of Experimental Psychology: Learning, Memory y Cognition, 29, 447-457.
- Kaakinen, J. K., y Hyönä, J. (2005). Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking and recall. Discourse Processes, 40, 239-257.
- Kaakinen, J. K. y Hyönä, J. (2007). Perspective effects in repeated reading: An eyetracking study. Memory and Cognition, 35(6), 1323-1336.
- Kaplan-Sadock (2004). Sinopsis de psiquiatría. Ciencias de la conducta/Psiquiatría clínica. (9ª edición) Madrid: Waverly Hispánica.
- Kendeou, P., Rapp, N. y van den Broek, P. (2003). The influence of reader´s prior knowledge on text comprensión and learning from text. En R. Nata (Ed.), Progress in Education (Vol 13, pp. 189-209) New York: Nova Science Publishers, Inc.
- Kendeou, P. y van den Broek, P. (2007). Interaction between prior knowledge and text structure during comprensión of scientific texts. Memory and Cognition, 35, 1567-1577.
- Kulh, J. y Goschke, T. (1994). A Theory of action control: mental subsystems, modes of control, and Volitional conflicto-resolution Strategies. En Julius Kulh y Jurgen Beckham (Eds.), Volition and personality. Action versus state orientation (pp. 123-153). Hogrefe and Huber Publishers.
- Linderholm, T. y van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychologist, 94(4), 778-784.
- Linnenbrink-Garcia, L. y Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1-3.
- Locke, E. A., Shaw, K. N., Saari, L. M. y Latham, G. P. (1981). Goal setting and task performance: 1969- 1980. Psychological Bulletin, 90(1), 125-152.
- Locke, E. A. y Latham, G. P. (2002). Building a pracrtical useful theory of goal setting and task motivation: a 35 years odyssey. American Psychologist, 57(9), 705-717.
- Lorch, R. F. Jr., Lorch, E. P. y Matthews, P. D. (1985). On-line processing of the topic structure of a text. Discourse Processes, 10, 63-80.
- Lorch, R. F. Jr., Lorch, E. P. y Mogan, A. M. (1987). Task effects and individual differences in online processing of the topic structure of a text. Discourse Processes, 10, 63-80.
- Magliano, J. P. Trabasso, T. y Graesser, A. C. (1999). Strategic processing during comprension. Journal of Educational Psychology, 97, 88-102.
- McClelland, J. L. (1985). Putting knowledge in its place: A scheme for programming parallel processing structures on the fly. Cognitive Science, 9, 113-146.
- McCrudden, M. y Shraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychologist Rev, 19. 113-139.
- McCrudden, M y Schraw, G. (2010). The Effects of Relevance Instructions and Verbal Ability on Text Processing. The Journal of Experimental Education. 78, 96-117.
- Meyer D. y Turner J. (2002). Using instruccional discourse Analysis to study scaffolding of student selfregulation. Educational psychologist, 37(1), 17-25.
- Morris, R. y Ward G. (2005). The Cognitive Psychology of Planning. Series Editor Kenneth J. Holhooly.
- Narvaez, D., van den Broek, P., Ruiz, A. B. (1999). The influence of reading purpose on inference generation and comprension in reading. Journal of Educational Psychology, 91(3), 488-496.
- Palenzuela, D. L. (1986). Control. En J. L. Vega (Coord.) Diccionario de psicología de la educación (pp. 113-117). Madrid: Anaya.
- Perry, N. E., Vanderkamp, K. O., Mercer, L. K. y Norbdy, C. J. (2002). Investigation teacher-students interactions that foster selfregulated learning. Educational psychologist, 37(1), 5-15.
- Pintrich, P. R., y De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic-Performance. Journal of Educational Psychology, 82(1), 33-40.
- Reynolds, R. E., Trathen, W., Sawyer, M. L. y Shepard, C. R. (1993). Causal and epiphenomenal use of selection attention strategy in prose comprensión. Contemporary educational psychology, 18, 258-278.
- Ryan, R. M. y Deci, E. L. (2000). Selfdetermination Theory and the facilitation of intrinsic motivation, social development and well being. American Psychologist, 55, 68-78.
- Sánchez, E. García, J. R. y González, A. J. (2007). Can differences in the ability to recognize words cease to have an effect under certain reading conditions? Journal of Learning Disabilities, 40, 290-305.
- Sánchez, E., García, J. R. y Rosales J. (2010). La lectura en el aula. Qué se hace, qué se debe hacer y qué se puede hacer. Barcelona: Graó.
- Shunk, D. H. (1999). Social-self interaction and achievement behavior. Educational Psychologist, 30(4), 219-227.
- Schunk, D. H., y Ertmer, P. (2000). Self-Regulation and Academic Learning. Self- efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 631-649). San Diego: Academic Press.
- Shunk, D. H. (1990). Social-self interaction and achievement behavior. Educational Psychologist, 30(4), 219-227.
- Schmitz, M. y Wiese, C. H, (2006). New perspectives for the evaluation of training sessions in self-regulated learning: time series analices of diary data. Contemporary Educational Psychology. 78, 287-304.
- Van den Broek, P. y Kendeou, P. (2008). Cognitive processes in comprensión of science texts: the role of co-activation in confronting misconceptions. Applied cognitive psychology, 22, 335-351.
- Van Den Broek, P., Jr., Lorch, E. P., Linderholm, T. y Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29(8), 1081-1087.
- Vansteenkiste, M., Simons, J., Lens, W,. Soenens, B. y Matos, L. (2005). Examining the motivacional impact of intrínsico versus extrinsic goal framing and autonomy-supportive versus internally-controlling Communications style on early adolescent´s academic achievement. Child Development, 76(2), 483-501.
- White, R. W. (1963). Ego and reality in psychoanalytic theory: A proposal regarding in dependent ego energies. Psychological Issues, 3, 1-210.
- Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self- Regulation (pp. 13-39). San Diego: Academic Press.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into practice. 41, 64-71.
- Zwaan, R. A., Magliano, J. P. y Graesser, A. C. (1995). Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 386-397