Información General

• Autores: Antonio Valle Arias (ed. lit.), José Carlos Núñez Pérez (ed. lit.), Ramón González Cabanach (ed. lit.), Julio Antonio González-Pienda García (ed. lit.), Susana Rodríguez Martínez (ed. lit.)
• Editores: Nova Science Publishers
• Año de publicación: 2007
• País: Estados Unidos
• Idioma: inglés
• ISBN: 9781604561043
• Texto completo no disponible (Saber más ...)

Resumen

• This book provides a series of instructional resources, at the aptitudinal, cognitive-strategic, and affective-motivational levels to be applied in the classroom. It integrates in a single text some techniques, programs, and instructional procedures that the participating authors consider relevant for educational practice, and which are very useful tools for the professionals involved in educational intervention. To achieve this purpose, several professors from various universities have developed a conjoint proposal. Starting from the main research tendencies in educational and instructional psychology, they have systematised this research-derived knowledge, making it both practical and useful.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • The aptitudinal dimension

    • From "G Factor" to multiple intelligences: theoretical foundations and implications for classroom practice

      Juan Luis Castejón Costa, Raquel Gilar Corbí, Nélida Pérez Pérez

      págs. 3-24

      

    • Beyond the intelligence: predictive power of the Theory of the Mental Molds (MMT) on the effectiveness and the achievement

      Pedro Hernández

      págs. 25-44

      

    • Intellectual abilities, thinking styles and academic achievement

      José Carlos Núñez Pérez, Julio Antonio González-Pienda García, Luis Álvarez Pérez, Ana Belén Bernardo Gutiérrez, Pedro Rosário, Antonio Valle Arias, Ramón González Cabanach, Susana Rodríguez Martínez, Juan Luis Castejón Costa

      págs. 45-66

      

    • Emotional intelligence as a crucial mental ability on educational context

      Pablo Fernández Berrocal, Natalio Extremera Pacheco, Raquel Palomera Martín

      págs. 67-89

      

  • The cognitive-strategic dimension

    • Learning strategies

      Julio Antonio González-Pienda García, Ana Belén Bernardo Gutiérrez, Cristina Roces Montero

      págs. 91-106

      

    • Storytelling as a promoter of self-regulated learning (SRL) throughout schooling

      Pedro Rosário, Rosa Mourao, José Carlos Núñez Pérez, Julio Antonio González-Pienda García, Paula Solano Pizarro

      págs. 107-122

      

    • Homework and self-regulated learning (SRL) at issue: findings and future trends

      Pedro Rosário, Rosa Mourao, José Carlos Núñez Pérez, Paula Solano Pizarro

      págs. 123-134

      

    • Explicit and implicit cognitive learning strategies

      Miguel Ángel Carbonero Martín, José María Román Sánchez

      págs. 135-156

      

    • Learning from texts by means of strategies

      Soledad González Pumariega Solís, Luis Castejón Fernández

      págs. 157-170

      

    • Fostering the self-regulation of the recursive thinking involved in composition writing

      Jesús Nicasio García Sánchez, Raquel Fidalgo Redondo

      págs. 171-186

      

    • Pedagogic experiences with the CSIT Model: strategic learning and the use of the new technologies

      Luz Pérez Sánchez, Jesús Beltrán Llera

      págs. 187-200

      

    • Methods and instruments for measuring self-regulated learning

      María Carmen González Torres, Fermín Torrano

      págs. 201-220

      

  • The motivational-affective dimension

    • Changes in cognitive-motivational factors resulting from the process of scholastic transition

      Antonio Miguel Pérez Sánchez, Luis Castejón Fernández

      págs. 223-238

      

    • An intervention programme for the improvement of students' academic goals

      Antonio Valle Arias, Ramón González Cabanach, Susana Rodríguez Martínez, Isabel Piñeiro Aguín, María García, Ingrid Mosquera Gende

      págs. 239-250

      

    • An intervention programme for improvement of self-perceptions and self-beliefs

      Ramón González Cabanach, Antonio Valle Arias, Susana Rodríguez Martínez, Isabel Piñeiro Aguín, María García, Ingrid Mosquera Gende

      págs. 251-266

      

    • You can write, just do it: enhancing self-efficacy

      Jesús Nicasio García Sánchez, Ana María de Caso Fuertes

      págs. 267-280

      

    • Socio-personal development and psychoeducational intervention

      Alfredo Goñi Grandmontagne

      págs. 281-296

      

    • Action-emotion style as a characteristic of achievement motivation in university students

      Jesús de la Fuente Arias

      págs. 297-310

      

    • Stress in university students: the subjective experience of stress and coping

      Ramón González Cabanach, Antonio Valle Arias, Susana Rodríguez Martínez, Isabel Piñeiro Aguín, María García, Ingrid Mosquera Gende

      págs. 311-324

      

  • Applications in the setting of special educational needs

    • Intervention in exceptional students through multiple intelligences

      Luz Pérez Sánchez, Jesús Beltrán Llera

      págs. 327-346

      

    • Advances in the knowledge about student with attention deficit with hyperactivity (ADHD)

      Ana Miranda Casas, Rafaela Marco Taverner, María Jesús Presentación Herrero, Rosa García Castellar

      págs. 347-362

      

    • Intervention to improve attentional processes

      Luis Álvarez Pérez, Paloma González Castro, David Álvarez García, Ana Belén Bernardo Gutiérrez

      págs. 363-378

      

    • Attitudes at school toward the disabled student: the case of the student who stutters

      Luis Castejón Fernández

      págs. 379-392