Informes ciéntificos

Badía, A., Becerril, L., & Romero, M. (2010). La construcción colaborativa de conocimiento en las redes de comunicación asíncrona y escrita (RCAE): una revisión de los instrumentos analíticos. Cultura y Educación, 22, 455–474.

Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.

Barksdale, C., Peters, M. L., & Corrales, A. (2021). Middle school students’ perceptions of classroom climate and its relationship to achievement. Educational Studies, 47(1), 84–107. https://doi.org/gnpw7b

Bebetsos, E., & Goulimaris, D. (2014). Personal Outcome And Leadership As Defining Factors Of Satisfaction In The Context Of The Course “Arts II: Overview Of Greek Music And Dance” Of The Hellenic Open University. Turkish Online Journal of Distance Education, 15(2), 12–24. https://doi.org/10.17718/tojde.85619

Carbonero, M. A., & Merino, E. (2008). Autoeficacia y madurez vocacional. Psicothema, 16(2), 229–234.

Couto Guerreiro Casanova, D., & Gurgel Azzi, R. (2023). Percepciones de Estudiantes del Sexto Año sobre su Autoeficacia para Autorregular el Aprendizaje. Revista latinoamericana de educación inclusiva, 17(1), 77-92. 

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Filgueira Arias, C., & Gherab Martin, K. (2020). Learning in Collaborative Work: Co-Evaluation through Collaborative Review. EDU REVIEW. International Education and Learning Review / Revista Internacional De Educación Y Aprendizaje, 8(3), pp. 135–141. https://doi.org/mb8s

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/btdzg6

Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75, 101494. https://doi.org/gkgngf

Gokuladas, V. K., & Baby Sam, S. K. (2022). Student Satisfaction In Secondary Education: An Empirical Study Of Indian Expatriate Students. Journal of Research in International Education, 21 (1), 73-93. https://doi.org/mb8t

Hernández, N., González, M., & Muñoz, P. (2014). La planificación del aprendizaje colaborativo en entornos virtuales. Comunicar, 42, 25–33. https://doi.org/tmp

Ho, C.-L., & Au, W.-T. (2006). Teaching Satisfaction Scale. Educational and Psychological Measurement, 66(1), 172–185. https://doi.org/b4q4fc

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential. Palgrave Communications, 3(1), 1. https://doi.org/ghwrcj

Larraz, N., Vázquez, S., & Liesa, M. (2017). Transversal skills development through cooperative learning. Training teachers for the future. On the Horizon, 25(2), 85–95. https://doi.org/gg4g7k

Li, Y., & Lerner, R. M. (2013). Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students. Journal of Youth and Adolescence, 42(1), 20–32. https://doi.org/gfxhcx

McPherson, G. E., & McCormick, J. (2006). Self-efficacy and music performance. Psychology of Music, 34(3), 322–336. https://doi.org/brhgwr

Melgarejo, X. (2013). Gracias, Finlandia. Madrid: Plataforma actual.

Noguera, P., Pierce, J., & Ahram, R. (2015). Race, Equity and Education: The Pursuit of Equality in Education 60 Years After Brown. Springer Press.

Rodriguez-Illera, J. L. (2001). Aprendizaje colaborativo en entornos virtuales. Anuario de Psicología, 32(2), 63–75.

Rozalen, M. (2009). Creencias de autoeficacia y coaching. Cómo mejorar la productividad de las personas. JIMCUE’09. IV Jornadas Internacionales Mentoring & Coaching, 22-45

Santín, D., Balart, P., Cabrales, A., Calero, J., De la Fuente, Á., Escardíbul, J. O., Felgueroso, F., & Sicilia, G. (2015). Reflexiones sobre el sistema educativo espanol. EXtoikos, ISSN-e 2173-2035, No. 4, 2011, Págs. 31-33, 4, 314.

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego, CA: Academic Press.

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69. https://doi.org/bj79xw

Tobergte, D. R., & Curtis, S. (2013). La educación encierra un tesoro. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). https://doi.org/bwnm

Vidić, T. (2021). Students’ school satisfaction: The role of classroom climate, self-efficacy, and engagement. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(3), 347–357. https://doi.org/mb8v

Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 16. https://doi.org/mb8w

Yazici, H., Seyis, S., & Altun, F. (2011). Emotional intelligence and self-efficacy beliefs as predictors of academic achievement among high school students. Procedia - Social and Behavioral Sciences, 15, 2319–2323. https://doi.org/d3228b

Yim, E. P. (2023). Self-efficacy for learning beliefs in collaborative contexts: relations to pre-service early childhood teachers’ vicarious teaching self-efficacy. Frontiers in Education, 8. https://doi.org/mb8x

Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/fmxw7r