Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano

Autores:: Granados López, Hedilberto
Hederich Martínez, Christian

Tipo de recurso:: Article of journal

Fecha de publicación:: 2022

Institución:: Corporación Universitaria Iberoamericana

Repositorio:: Repositorio Ibero

Idioma:: spa

id	IBERO2_4ee9b7d43d7a2d5c931b6301d82947e7
oai_identifier_str	oai:repositorio.ibero.edu.co:001/3906
network_acronym_str	IBERO2
network_name_str	Repositorio Ibero
repository_id_str
dc.title.spa.fl_str_mv	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
dc.title.translated.eng.fl_str_mv	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
title	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
spellingShingle	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano Regulación emocional Desafíos socio emocionales Coregulación Aprendizaje colaborativo Regulación social
title_short	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
title_full	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
title_fullStr	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
title_full_unstemmed	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
title_sort	Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
dc.creator.fl_str_mv	Granados López, Hedilberto Hederich Martínez, Christian
dc.contributor.author.spa.fl_str_mv	Granados López, Hedilberto Hederich Martínez, Christian
dc.subject.spa.fl_str_mv	Regulación emocional Desafíos socio emocionales Coregulación Aprendizaje colaborativo Regulación social
topic	Regulación emocional Desafíos socio emocionales Coregulación Aprendizaje colaborativo Regulación social
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2022-01-31 00:00:00 2022-06-14T21:02:16Z
dc.date.available.none.fl_str_mv	2022-01-31 00:00:00 2022-06-14T21:02:16Z
dc.date.issued.none.fl_str_mv	2022-01-31
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_6501
dc.type.coarversion.spa.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.content.spa.fl_str_mv	Text
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.spa.fl_str_mv	Artículo de revista
dc.type.local.eng.fl_str_mv	Journal article
dc.type.redcol.spa.fl_str_mv	http://purl.org/redcol/resource_type/ARTREF
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/publishedVersion
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.doi.none.fl_str_mv	10.33881/2027-1786.rip.14306
dc.identifier.eissn.none.fl_str_mv	2500-6517
dc.identifier.issn.none.fl_str_mv	2027-1786
dc.identifier.uri.none.fl_str_mv	https://repositorio.ibero.edu.co/handle/001/3906
dc.identifier.url.none.fl_str_mv	https://doi.org/10.33881/2027-1786.rip.14306
identifier_str_mv	10.33881/2027-1786.rip.14306 2500-6517 2027-1786
url	https://repositorio.ibero.edu.co/handle/001/3906 https://doi.org/10.33881/2027-1786.rip.14306
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.bitstream.none.fl_str_mv	https://reviberopsicologia.ibero.edu.co/article/download/rip.14306/1750
dc.relation.citationedition.spa.fl_str_mv	Núm. 3 , Año 2021 : Revista Iberoamericana de Psicología
dc.relation.citationendpage.none.fl_str_mv	68
dc.relation.citationissue.spa.fl_str_mv	3
dc.relation.citationstartpage.none.fl_str_mv	57
dc.relation.citationvolume.spa.fl_str_mv	14
dc.relation.ispartofjournal.spa.fl_str_mv	Revista Iberoamericana de Psicología
dc.relation.references.spa.fl_str_mv	Castellanos, J.C. y Onrubia. J. (2015). La regulación compartida en entornos de aprendizaje colaborativo: Una revisión del estado de la investigación empírica. EKS, 16(3), 57-72. doi: https://doi.org/10.14201/eks20151635772 Castellanos, J.C. & Onrubia, J. (2016). Regulación compartida en entornos de aprendizaje colaborativo mediado por ordenador: diferencias en grupos de alto y bajo rendimiento. AIESAD-RIED, 19(1), 233-251. https://doi.org/10.5944/ried.19.1.14036 Chan, C.K. (2012). Co-regulation of learning in computer-supported collaborative learning enviroments: a discussion. Metacognition and Learning, (7), 63-73. https://doi.org/10.21500/19002386.1225 Chahín-Pinzón, N. (2014). Aspectos a tener en cuenta cuando se realiza una adaptación de test entre diferentes culturas. Psychologia: avances de la disciplina, 8(2), 109-112. Obtenido de: https://www.redalyc.org/pdf/2972/297232756008.pdf Galán Jiménez, J. S., Vázquez Briones, M. P., & Rodríguez Briones, J. N. (2019). Propiedades psicométricas de la Escala de Violencia Psicológica en la Pareja. Revista Iberoamericana de Psicología, 12 (1), 89-100. https://doi.org/10.33881/2027-1786.rip.12108 Hadwin, A.F, Järvelä, S. & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 65-84). Routledge/taylor & Francis Group. Obtenido de: https://psycnet.apa.org/record/2011-12365-005 . Hadwin, A.F, Järvelä, S. & Miller, M. (2017). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene, (Eds.). Handbook of Self-Regulation of Learning and Performance (2nd Ed.). New York, NY: Routledge. Obtenido de: https://www.researchgate.net/publication/313369294_Self-regulation_coegulation_and_shared_regulation_in_collaborative_learning_environments Hair, J., Anderson, R., Tatham, R., & Black, W. (1999). Análisis Multivariante. Prentice Hall. Hurme, T. R, Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503-524. https://doi.org/10.1080/13803610903444659 Isohätälä, J, Järvenoja, H. & Järvelä, S. (2016). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81(2), 11-24. https://doi.org/10.1016/j.ijer.2016.10.006 Järvenoja, H, Volet, S. & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptative and social nature of the regulations process. Educational Psychology, 33(1), 31-58. https://doi.org/10.1080/01443410.2012.742334 Järvelä, S, Volet, S. & Järvenoja, H. (2010). Research on motivation in collaborative learning: moving beyong the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27. doi: https://doi.org/10.1080/00461520903433539 Järvelä, S, & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374. Obtenido de: https://journals.sagepub.com/doi/pdf/10.1177/016146811111300205 Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, (15), 465–480. https://doi.org/10.1016/j.learninstruc.2005.07.012 Järvelä, S., Järvenoja, H. & Veermans, M. (2008). Understanding dynamics of motivation insocially shared learning. International Journal of Educational Research, (47), 122–135 https://doi.org/10.1016/j.ijer.2007.11.012 Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education`strategic activities in challeng- ing collaborative learning situations. Learning, Culture and Social Interaction, (19), 109-123. https://doi.org/10.1016/j.lcsi.2018.05.002 Liskala, T, Vauras, M, Lehtinen, E. & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problema-solving processes. Learning and Instruction, 21(3), 379-393. https://doi.org/10.1016/j.learninstruc.2010.05.002 McCaslin, M. & Murdock, T.B. (1991). The emergent interaction of home and school in the development of students’ adaptive learning. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement. Greenwich, CT: JAI Press. McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137-146. https://doi.org/10.1080/00461520902832384 Panadero, E, Kirschner, P, Järvelä, S. & Järvenoja, H. (2015). How individual self-regulation afects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431-454. https://doi.org/10.1177/1046496415591219 Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190.203. https://econtent.hogrefe.com/doi/abs/10.1027/1016-9040/a000226 Rogat, T.K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375-415. https://doi.org/10.1080/07370008.2011.607930 Rogat, T.K., & Adams-Wiggins, K.R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science: An International Journal of the Learning Sciences, (42), 879-904. https://doi.org/10.1007/s11251-014-9322-9 Rogat, T.K., & Adams-Wiggins, K.R. (2015). Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation. Computers in Human Behavior, (52), 589-600. https://doi.org/10.1016/j.chb.2015.01.026 Sobonciski, M., Järvelä, S., Malmberg, J. & Muhterem, D. (2020). How does monitoring set the stage for adaptative regulation or maladaptive behavior in collaborative learning ? Metacognition and learning, (15), 99-127. https://doi.org/10.1007/s11409-020-09224-w. Zheng, L. & Huang, R. (2015). The effects of sentiments and co-regulation on group performance in computer supported collaborative learning. Internet and Higher Education, 28(1), 59-67. https://doi.org/10.1016/j.iheduc.2015.10.001
dc.rights.spa.fl_str_mv	Corporación Universitaria Iberoamericana - 2021
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.uri.spa.fl_str_mv	http://creativecommons.org/licenses/by-nc-sa/4.0
rights_invalid_str_mv	Corporación Universitaria Iberoamericana - 2021 http://purl.org/coar/access_right/c_abf2 http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	ĬbērAM
dc.source.spa.fl_str_mv	https://reviberopsicologia.ibero.edu.co/article/view/rip.14306
institution	Corporación Universitaria Iberoamericana
bitstream.url.fl_str_mv	https://repositorio.ibero.edu.co/bitstreams/426d802a-07b6-42c7-8650-635da0fc98c2/download
bitstream.checksum.fl_str_mv	69c78e29f6ca22d86339c5711e88798c
bitstream.checksumAlgorithm.fl_str_mv	MD5
repository.name.fl_str_mv	Repositorio Institucional - IBERO.
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1808493651585662976
spelling	Granados López, Hedilberto4492ab2cadeb7b5ff1600c1c6e641014500Hederich Martínez, Christianb9e8bd4374d1b2cd613d64323d12658e2022-01-31 00:00:002022-06-14T21:02:16Z2022-01-31 00:00:002022-06-14T21:02:16Z2022-01-31application/pdf10.33881/2027-1786.rip.143062500-65172027-1786https://repositorio.ibero.edu.co/handle/001/3906https://doi.org/10.33881/2027-1786.rip.14306spaĬbērAMhttps://reviberopsicologia.ibero.edu.co/article/download/rip.14306/1750Núm. 3 , Año 2021 : Revista Iberoamericana de Psicología6835714Revista Iberoamericana de PsicologíaCastellanos, J.C. y Onrubia. J. (2015). La regulación compartida en entornos de aprendizaje colaborativo: Una revisión del estado de la investigación empírica. EKS, 16(3), 57-72. doi: https://doi.org/10.14201/eks20151635772Castellanos, J.C. & Onrubia, J. (2016). Regulación compartida en entornos de aprendizaje colaborativo mediado por ordenador: diferencias en grupos de alto y bajo rendimiento. AIESAD-RIED, 19(1), 233-251. https://doi.org/10.5944/ried.19.1.14036Chan, C.K. (2012). Co-regulation of learning in computer-supported collaborative learning enviroments: a discussion. Metacognition and Learning, (7), 63-73. https://doi.org/10.21500/19002386.1225Chahín-Pinzón, N. (2014). Aspectos a tener en cuenta cuando se realiza una adaptación de test entre diferentes culturas. Psychologia: avances de la disciplina, 8(2), 109-112. Obtenido de: https://www.redalyc.org/pdf/2972/297232756008.pdfGalán Jiménez, J. S., Vázquez Briones, M. P., & Rodríguez Briones, J. N. (2019). Propiedades psicométricas de la Escala de Violencia Psicológica en la Pareja. Revista Iberoamericana de Psicología, 12 (1), 89-100. https://doi.org/10.33881/2027-1786.rip.12108Hadwin, A.F, Järvelä, S. & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 65-84). Routledge/taylor & Francis Group. Obtenido de: https://psycnet.apa.org/record/2011-12365-005 .Hadwin, A.F, Järvelä, S. & Miller, M. (2017). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene, (Eds.). Handbook of Self-Regulation of Learning and Performance (2nd Ed.). New York, NY: Routledge. Obtenido de: https://www.researchgate.net/publication/313369294_Self-regulation_coegulation_and_shared_regulation_in_collaborative_learning_environmentsHair, J., Anderson, R., Tatham, R., & Black, W. (1999). Análisis Multivariante. Prentice Hall.Hurme, T. R, Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503-524. https://doi.org/10.1080/13803610903444659Isohätälä, J, Järvenoja, H. & Järvelä, S. (2016). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81(2), 11-24. https://doi.org/10.1016/j.ijer.2016.10.006Järvenoja, H, Volet, S. & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptative and social nature of the regulations process. Educational Psychology, 33(1), 31-58. https://doi.org/10.1080/01443410.2012.742334Järvelä, S, Volet, S. & Järvenoja, H. (2010). Research on motivation in collaborative learning: moving beyong the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27. doi: https://doi.org/10.1080/00461520903433539Järvelä, S, & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374. Obtenido de: https://journals.sagepub.com/doi/pdf/10.1177/016146811111300205Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, (15), 465–480. https://doi.org/10.1016/j.learninstruc.2005.07.012Järvelä, S., Järvenoja, H. & Veermans, M. (2008). Understanding dynamics of motivation insocially shared learning. International Journal of Educational Research, (47), 122–135 https://doi.org/10.1016/j.ijer.2007.11.012Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education`strategic activities in challeng- ing collaborative learning situations. Learning, Culture and Social Interaction, (19), 109-123. https://doi.org/10.1016/j.lcsi.2018.05.002Liskala, T, Vauras, M, Lehtinen, E. & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problema-solving processes. Learning and Instruction, 21(3), 379-393. https://doi.org/10.1016/j.learninstruc.2010.05.002McCaslin, M. & Murdock, T.B. (1991). The emergent interaction of home and school in the development of students’ adaptive learning. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement. Greenwich, CT: JAI Press.McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137-146. https://doi.org/10.1080/00461520902832384Panadero, E, Kirschner, P, Järvelä, S. & Järvenoja, H. (2015). How individual self-regulation afects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431-454. https://doi.org/10.1177/1046496415591219Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190.203. https://econtent.hogrefe.com/doi/abs/10.1027/1016-9040/a000226Rogat, T.K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375-415. https://doi.org/10.1080/07370008.2011.607930Rogat, T.K., & Adams-Wiggins, K.R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science: An International Journal of the Learning Sciences, (42), 879-904. https://doi.org/10.1007/s11251-014-9322-9Rogat, T.K., & Adams-Wiggins, K.R. (2015). Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation. Computers in Human Behavior, (52), 589-600. https://doi.org/10.1016/j.chb.2015.01.026Sobonciski, M., Järvelä, S., Malmberg, J. & Muhterem, D. (2020). How does monitoring set the stage for adaptative regulation or maladaptive behavior in collaborative learning ? Metacognition and learning, (15), 99-127. https://doi.org/10.1007/s11409-020-09224-w.Zheng, L. & Huang, R. (2015). The effects of sentiments and co-regulation on group performance in computer supported collaborative learning. Internet and Higher Education, 28(1), 59-67. https://doi.org/10.1016/j.iheduc.2015.10.001Corporación Universitaria Iberoamericana - 2021info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.http://creativecommons.org/licenses/by-nc-sa/4.0https://reviberopsicologia.ibero.edu.co/article/view/rip.14306Regulación emocionalDesafíos socio emocionalesCoregulaciónAprendizaje colaborativoRegulación socialRevisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombianoRevisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombianoArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleArtículo de revistaJournal articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2663https://repositorio.ibero.edu.co/bitstreams/426d802a-07b6-42c7-8650-635da0fc98c2/download69c78e29f6ca22d86339c5711e88798cMD51001/3906oai:repositorio.ibero.edu.co:001/39062023-05-10 14:22:02.643http://creativecommons.org/licenses/by-nc-sa/4.0Corporación Universitaria Iberoamericana - 2021https://repositorio.ibero.edu.coRepositorio Institucional - IBERO.bdigital@metabiblioteca.com

Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano

Publicaciones similares