Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA)medida y propiedades de una adaptación en lengua castellana

  1. Javier Gasco-Txabarri
  2. Iker Ros
  3. Alfredo Goñi
Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Año de publicación: 2017

Volumen: 29

Número: 1

Páginas: 195-209

Tipo: Artículo

DOI: 10.1080/11356405.2016.1274145 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Culture and Education, Cultura y Educación

Referencias bibliográficas

  • Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105, 150–161. doi:10.1037/a0030160[Crossref], [Web of Science ®], [Google Scholar]
  • Beltrán, J. (1993). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis. [Google Scholar]
  • Bentler, P. M. (2007). On tests and indices for evaluating structural models. Personality and Individual Differences, 42, 825–829. doi:10.1016/j.paid.2006.09.024[Crossref], [Web of Science ®], [Google Scholar]
  • Berger, J., & Karabenick, S. A. (2011). Motivation and student’s use of learning strategies: Evidence of unidirectional effects in mathematics classroom. Learning and Instruction, 21, 416–428. doi:10.1016/j.learninstruc.2010.06.002[Crossref], [Web of Science ®], [Google Scholar]
  • Berger, J. L. (2012). Uncovering vocational students’ multiple goal profiles in the learning of professional mathematics: Differences in learning strategies, motivational beliefs and cognitive abilities. Educational Psychology, 32, 405–425. doi:10.1080/01443410.2012.674663[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic. doi:10.1016/b978-012109890-2/50042-1[Crossref], [Google Scholar]
  • Brislin, R. (1986). The wording and translation of research instruments. In W. Louver & J. Berry (Eds.), Field methods in cross-cultural research (pp. 137–164). Beverly Hills, CA: Sage. [Google Scholar]
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. doi:10.1016/j.iheduc.2015.04.007[Crossref], [Web of Science ®], [Google Scholar]
  • Chan, K. W., Wong, K. Y. A., & Lo, S. C. E. (2012). Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students. Asia-Pacific Education Researcher, 21, 230–243. Retrieved from http://repository.lib.ied.edu.hk/jspui/handle/2260.2/12810[Web of Science ®], [Google Scholar]
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modelling, 9, 233–255. doi:10.1207/s15328007sem0902_5[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Chiu, M. M., Wing-Yin, B., & McBride-Chang, C. (2007). Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning and Individual Differences, 17, 344–365. doi:10.1016/j.lindif.2007.03.007[Crossref], [Web of Science ®], [Google Scholar]
  • Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129. doi:10.1016/j.edurev.2008.02.003[Crossref], [Web of Science ®], [Google Scholar]
  • Diseth, Å., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, 671–687. doi:10.1348/000709910x492432[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Esnaola, I., Rodríguez, A., & Goñi, E. (2011). Psychometric Properties of AF5 Self-Concept Questionnaire. Anales de Psicología, 27, 109–117.[Web of Science ®], [Google Scholar]
  • Garcia, T., & Pintrich, P. R. (1996). Assessing students’ motivation and learning strategies in the classroom context: The Motivated Strategies for Learning Questionnaire. In M. Birenbaum, & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 319–339). The Netherlands: Springer.[Crossref], [Google Scholar]
  • Gasco-Txabarri, J. (2016). The use of strategies for the learning of mathematics in Compulsory Secondary Education. Revista de Investigación Educativa, 34, 487–502. doi:10.6018/rie.34.2.222901[Crossref], [Google Scholar]
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi:10.1080/10705519909540118[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
  • Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40, 281–310. doi:10.3102/00028312040001281[Crossref], [Web of Science ®], [Google Scholar]
  • Liu, O. L. (2009). Evaluation of a learning strategies scale for middle school students. Journal of Psychoeducational Assessment, 27, 312–322. doi:10.1177/0734282908327935[Crossref], [Web of Science ®], [Google Scholar]
  • Markland, D. (2007). The golden rule is that there are no golden rules: A commentary on Paul Barrett’s recommendations for reporting model fit in structural equation modelling. Personality and Individual Differences, 42, 851–858. doi:10.1016/j.paid.2006.09.023[Crossref], [Web of Science ®], [Google Scholar]
  • Miles, J., & Shevlin, M. (2007). A time and a place for incremental fit indices. Personality and Individual Differences, 42, 869–874. doi:10.1016/j.paid.2006.09.022[Crossref], [Web of Science ®], [Google Scholar]
  • Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child development, 84, 1475–1490. doi:10.1111/cdev.12036[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic. doi:10.1016/b978-012109890-2/50043-3[Crossref], [Google Scholar]
  • Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33[Crossref], [Web of Science ®], [Google Scholar]
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. doi:10.1177/0013164493053003024[Crossref], [Web of Science ®], [Google Scholar]
  • Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42, 893–898. doi:10.1016/j.paid.2006.09.017[Crossref], [Web of Science ®], [Google Scholar]
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). New York, NY: Allyn and Bacon. [Google Scholar]
  • Thiessen, V., & Blasius, J. (2008). Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation. International Journal of Educational Research, 47, 362–371. doi:10.1016/j.ijer.2008.12.002[Crossref], [Google Scholar]
  • Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3ª ed., pp. 315–327). New York: Macmillan. [Google Scholar]
  • Wernke, S., Wagener, U., Anschuetz, A., & Moschner, B. (2011). Assessing cognitive and metacognitive learning strategies in school children: Construct validity and arising questions. International Journal of Research and Review, 6, 19–38. Retrieved from http://journalofresearchandreview.books.officelive.com/default.aspx [Google Scholar]