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dc.contributor.authorZamora, Ángela
dc.contributor.authorSuárez, José Manuel
dc.contributor.authorArdura, Diego
dc.date2017
dc.date.accessioned2018-02-28T17:15:08Z
dc.date.available2018-02-28T17:15:08Z
dc.identifier.issn1940-0675
dc.identifier.urihttps://reunir.unir.net/handle/123456789/6297
dc.description.abstractThe authors' aim was to determine the extent to which error detection contributes to the explanation of a cognitive and motivational model of student performance in an assessment test. A total of 151 science students of secondary education participated in the investigation. Two causal models were developed using a structural equation analysis. This allowed the authors to estimate the effects and relationships between the different variables involved. In addition, they conducted correlational and descriptive analyses of the study variables to further explore the data obtained for the sample. The results indicate that error detection is an important factor that influences student performance to a greater extent than other strategic and motivational variables that have traditionally been considered strong predictors of performance. The findings show that students' detection of their own errors is a mediatory variable that could act as an engagement in the self-regulation cycle.es_ES
dc.language.isoenges_ES
dc.publisherThe Journal of Educational Researches_ES
dc.relation.urihttps://www.tandfonline.com/doi/abs/10.1080/00220671.2017.1349072?journalCode=vjer20es_ES
dc.rightsrestrictedAccesses_ES
dc.subjectacademic performancees_ES
dc.subjecterror detectiones_ES
dc.subjectmotivationes_ES
dc.subjectsecondary educationes_ES
dc.subjectself-regulationes_ES
dc.subjectScopuses_ES
dc.subjectJCRes_ES
dc.titleA model of the role of error detection and self-regulation in academic performancees_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1080/00220671.2017.1349072


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