Educación a distancia y presencialdiferencias en los componentes cognitivo y motivacional de estudiantes universitarios

Referencias bibliográficas

• Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430-446.
• Beltrán, J. (1993). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis Psicología.
• Duda, J.L. y Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psycology, 84, 290-299.
• García, T. y Pintrich, P.R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and selfregulatory strategies, en Schunk D.H. y Zimmerman B. J. (eds.) Self-regulation of learning and performance: Issues and educational applications. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 127-153.
• González, M.C. y Tourón, J. (1992) Autoconcepto y rendimiento académico. Sus implicaciones en la motivación y en la autorregulación del aprendizaje. Pamplona: EUNSA.
• McCombs, B.L. y Marzano, R.J. (1990). Putting the self in Self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25(1), 51-69.
• Meece, J. L., Blumenfeld, P. C. y Hoyle, R. H. (1988). Students´ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
• Nicholls, J.G. (1983). Conceptions of ability and achievement motivation: A theory and its applications for education, en Paris, S.G. Olson, G.M. y Stevenson H.W. (eds.). Learning and motivation in the classroom. Hillsdale, NJ: Erlbaum, 211- 238.
• Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard Univ. Press.
• Nicholls, J.G., Patashnick, M. y Nolen, S.B. (1985). Adolescents´theories of education. Journal of Educational Psychology, 77, 683-692
• 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.
• Pintrich, P.R., Marx, R.W. y Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
• Pintrich, P.R., Roeser, R.W. y De Groot, E.V. (1994). Classroom and individual differences in early adolescents ́ motivation and self-regulated learning. Journal of Early Adolescence, 14(2), 139-161.
• Pintrich, P. R., Smith, D. A., Garcia, T. y Mckeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (M.S.L.Q.). Ann Arbor, MI: University of Michigan, NCRIPTAL.
• Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89(1), 71-81.
• Suárez, J. M. y Fernández, A. P. (2004). El aprendizaje autorregulado: Variables estratégicas, motivacionales, evaluación e intervención. Madrid: UNED.
• Vermunt, J.D. y Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280.