Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano
- Autores:
- Tipo de recurso:
- article
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universitaria Iberoamericana
- Repositorio:
- Repositorio Ibero
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ibero.edu.co:001/3906
- Acceso en línea:
- https://repositorio.ibero.edu.co/handle/001/3906
https://doi.org/10.33881/2027-1786.rip.14306
- Palabra clave:
- Regulación emocional
Desafíos socio emocionales
Coregulación
Aprendizaje colaborativo
Regulación social
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- openAccess
- License
- Corporación Universitaria Iberoamericana - 2021
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Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano 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 Granados López, Hedilberto 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.none.fl_str_mv |
Granados López, Hedilberto Hederich Martínez, Christian |
| author |
Granados López, Hedilberto |
| author_facet |
Granados López, Hedilberto Hederich Martínez, Christian |
| author_role |
author |
| author2 |
Hederich Martínez, Christian |
| author2_role |
author |
| dc.subject.none.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 |
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2022-01-31 00:00:00 2022-06-14T21:02:16Z 2022-01-31 00:00:00 2022-06-14T21:02:16Z 2022-01-31 |
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https://reviberopsicologia.ibero.edu.co/article/download/rip.14306/1750 Núm. 3 , Año 2021 : Revista Iberoamericana de Psicología 68 3 57 14 Revista Iberoamericana de Psicología 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 |
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Revisión 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 colombianoGranados López, HedilbertoHederich Martínez, ChristianRegulación emocionalDesafíos socio emocionalesCoregulaciónAprendizaje colaborativoRegulación socialĬbērAM2022-01-31 00:00:002022-06-14T21:02:16Z2022-01-31 00:00:002022-06-14T21:02:16Z2022-01-31Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleArtículo de revistaJournal articlehttp://purl.org/redcol/resource_type/ARTREFinfo:eu-repo/semantics/publishedVersionapplication/pdf10.33881/2027-1786.rip.143062500-65172027-1786https://repositorio.ibero.edu.co/handle/001/3906https://doi.org/10.33881/2027-1786.rip.14306https://reviberopsicologia.ibero.edu.co/article/view/rip.14306reponame:Repositorio Iberoinstname:Corporación Universitaria Iberoamericanainstacron:Corporación Universitaria Iberoamericanaspahttps://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/4.02023-05-10T14:22:02Z |