Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina
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Martínez-Bernal, J., Sanabria-Rodríguez, L., & López-Vargas, O. (2016). Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina. Praxis & Saber, 7(14), 141 - 164. https://doi.org/10.19053/22160159.5221
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Autores
Jorge Martínez-BernalLuis B. Sanabria-Rodríguez
Omar López-Vargas
Resumen
Se presenta un análisis de las relaciones que existen entre logro de aprendizaje, uso de automonitoreo metacognitivo, estilo cognitivo (dimensión Dependencia- Independencia de Campo) y estilo de aprendizaje (Clasificación de Grasha), en estudiantes universitarios. El estudio se realizó con una población de 130 alumnos de una facultad de medicina de 6º a 10º semestre en una universidad en Bogotá, Colombia. Utilizando la metodología de correlaciones bivariadas se buscaron asociaciones entre el promedio académico alcanzado por los estudiantes, el automonitoreo metacognitivo, medido con el cuestionario MSQL, los estilos cognitivos por medio de la prueba EFT y los estilos de aprendizaje reportados en el inventario de Grasha. Los resultados mostraron correlaciones positivas del logro de aprendizaje con las variables: estilo cognitivo, uso de estrategias metacognitivas, estilos de aprendizaje competitivo y participativo, y correlaciones negativas con los estilos de aprendizaje evasivo y dependiente. De igual forma se encontraron otras correlaciones entre las variables de estudio que son discutidas en el documento.
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Referencias
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ANDERSON, M., OATES, T., CHONG, W., & PERLIS, D. (2006). Enhancing Reinforcement Learning With Metacognitive Monitoring And Control For Improved Perturbation Tolerance Journal Of Experimental And Theoretical Artificial Intelligence, 18(3), 387-411.
APELDOORN, J. (2009). Self-Regulated Learning In Medical Clerkships (pp.22-22).
AZEVEDO, R. (2009). Theoretical, Conceptual, Methodological, And Instructional Issues In Research On Metacognition And Self-Regulated Learning: A Discussion. Metacognition And Learning, 4(1), 87-95. Doi:10.1007/S11409-009-9035-7
https://doi.org/10.1007/s11409-009-9035-7
AZEVEDO, R., & ALEVEN, V. (2013). International Handbook Of Metacognition And Learning Technologies (R. Azevedo & V. Aleven Eds. Vol. 28). New York Heidelberg Dordrecht London: Springer International Handbooks Of Education.
https://doi.org/10.1007/978-1-4419-5546-3
AZEVEDO, R., WITHERSPOON, A., CHAUNCEY, A., BURKETT, C., & FIKE, A. (2009). Metatutor A Metacognitive Tool For Enhancing Self Regulated Learning. Paper Presented At The AAAI Fall Symposium
BANDURA, A. (1989). Social Cognitive Theory. Annals Of Child Development, 6, 1-60.
BANDURA, A. (1991). Social Cognitive Theory Of Moral Thought And Action. In I. W. M. K. J. & L. G. (Eds.) (Eds.), Handbook Of Moral Behavior And Development (Vol. Vol. 1, Pp. Pp. 45-103)). Stanford University: Hillsdale, NJ: Erlbaum.
BANDURA, A. (2002). Social Cognitive Theory In Cultural Context. Applied Psychology, 51(2), 269-290. Doi: 10.1111/1464-0597.00092
https://doi.org/10.1111/1464-0597.00092
BANDURA, A., & JOURDEN, F. J. (1991). Self-Regulatory Mechanisms Governing The Impact Of Social Comparison On Complex Decision Making. Journal Of Personality And Social Psychology, 60(6), 941-951. Doi: 10.1037//0022-3514.60.6.941
https://doi.org/10.1037//0022-3514.60.6.941
BRANDA, L. (1990). Implementing Problem-Based Learning. Journal Of Dental Education, 54(9), 548-549.
BROWN. (2007). The Use Of Learning Styles In Adaptive Hypermedia. (Doctor Of Philosophy), The University Of Nottingham, School Of Computer Science & IT.
BROWN, E., CrIstea, A., STEWART, C., & BRAILSFORD, T. (2005). Patterns In Authoring Of Adaptive Educational Hypermedia: A Taxonomy Of Learning Styles. Educational Technology & Society, 8(3), 77-90.
CASSIDY, S. (2004). Learning Styles: An Overview Of Theories, Models And Measures. Educational Psychology, 24(4), 419-444.
https://doi.org/10.1080/0144341042000228834
CASSIDY, S. (2006). Learning Style And Student Self-Assessment Skill. Education & Training, 48(2/3), 170-177.
https://doi.org/10.1108/00400910610651791
CHANG, M. (2007). Enhancing Web-Based Language Learning Through Self-Monitoring. Journal Of Computer Assisted Learning, 23(3), 187-196. Doi:10.1111/J.1365-2729.2006.00203.X
https://doi.org/10.1111/j.1365-2729.2006.00203.x
CHOU, H.-W. (2001). Influences Of Cognitive Style And Training Method On Training Effectiveness. Computers & Education, 37(1), 11-25. Doi:10.1016/S0360-1315(01)00028-8
https://doi.org/10.1016/S0360-1315(01)00028-8
CURRY, L. (1983). An Organization Of Learning Styles Theory And Constructs. Paper Presented At The American Educational Research Asociation, Montreal, Canadá.
CURRY, L. (1990). Learning Styles In Secondary Schols: A Review Of Instruments And Implications For Their Use. (Pp. 64). Wisconsin Center For Education Research: University Of Wisconsin-Madison.
DE BRUIN, A. B. H., & VAN GOG, T. (2012). Improving Self-Monitoring And Self-Regulation: From Cognitive Psychology To The Classroom. Learning And Instruction, 22(4), 245-252. Doi:10.1016/J.Learninstruc.2012.01.003
https://doi.org/10.1016/j.learninstruc.2012.01.003
GRASHA, A. (1972). Observations On Relating Teaching Goals To Student Response Styles And Classroom Methods. American Psychologist, 27(2), 144-147.
https://doi.org/10.1037/h0032741
GRASHA, A. (2002a). The Dynamics Of One-On-One Teaching. College Teaching, 50(4), 139-146.
GRASHA, A. (2002b). Teaching With Style University Of Cincinnati: Alliance Publishers.
GRASHA, A., & YANGARBER, N. (2000). Integrating Teaching Styles And Learning Styles With Instructional Technology. College Teaching, 48(1), 2-10.
https://doi.org/10.1080/87567550009596080
GREENE, J., & AZEVEDO, R. (2007). A Theoretical Review Of Winne And Hadwin's Model Of Self-Regulated Learning: New Perspectives And Directions. Review Of Educational Research, 77(3), 334-372. Doi:10.3102/003465430303953
https://doi.org/10.3102/003465430303953
GREENE, J., MOOS, D., & AZEVEDO, R. (2011). Self-Regulation Of Learning With Computer-Based Learning Environments. New Directions For Teaching And Learning, 126(126), 107-115. Doi:10.1002/Tl
GRIFFIN, T., WILEY, J., & SALAS, C. (2013). Supporting Effective Self-Regulated Learning: The Critical Role Of Monitoring. In R. Azevedo & V. Aleven (Eds.), International Handbook Of Metacognition And Learning
https://doi.org/10.1007/978-1-4419-5546-3_2
Technologies (Vol. 28, Pp. 19-34). New York: Springer International Handbooks Of Education
HEDERICH-MARTÍNEZ, C. (2004). Estilo cognitivo en la dimensión de independencia-dependencia de campo -influencias culturales e implicaciones para la educación-. (Doctorat), Universitat Autonoma De Barcelona, Bellaterra.
HEDERICH-MARTÍNEZ, C. (2007). Estilo cognitivo en la dimensión de dependencia para la educación. Bogotá, Colombia: Universidad Pedagógica Nacional.
HEDERICH-MARTÍNEZ, C. (2011). Rese-a de la tésis doctoral 'Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales'. Revista Colombiana De Educación, 60, 165-172.
HEDERICH-MARTÍNEZ, C. (2013). Estilística educativa. Revista Colombiana de Educación, 64, 21-56.
https://doi.org/10.17227/01203916.64rce21.56
https://doi.org/10.17227/1203916.rce6421
HSU, P.-Y. (1989). Training College Students To Use Self-Monitoring Strategies In English Speech Class (Pp. 1-18): Chaoyang University Of Technology.
LAN, W. Y. (2005). Self-Monitoring And Its Relationship With Educational Level And Task Importance. Educational Psychology, 25(1), 109-127. Doi: 10.1080/0144341042000294921
https://doi.org/10.1080/0144341042000294921
LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2011). Estilo cognitivo y logro académico. Educacion y Educadores, 14(1), 67-82.
LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2012). Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Suma Psicológica, 19(2), 39-50.
MESSICK, S. (1993). The Matter Of Style- Manifestations Of Personality In Cognition, Learning And Teaching Research Report. Educational Testing Service: Princeton, New Jersey.
MOOS, D., & AZEVEDO, R. (2008). Monitoring, Planning, And Self-Efficacy During Learning With Hypermedia: The Impact Of Conceptual Scaffolds. Computers In Human Behavior, 24(4), 1686-1706. Doi:10.1016/J.Chb.2007.07.001
https://doi.org/10.1016/j.chb.2007.07.001
MOOS, D., & AZEVEDO, R. (2009). Self-Efficacy And Prior Domain Knowledge: To What Extent Does Monitoring Mediate Their Relationship With Hypermedia Learning? Metacognition And Learning, 4(3), 197-216. Doi:10.1007/S11409-009-9045-5
https://doi.org/10.1007/s11409-009-9045-5
SAWA, H. (1966). "Analytic Thinking And Synthetic Thinking". Bulletin Of Faculty Of Education, No. 13, Pp. 1-16. Nagasaki University.
SCHRAW, G. (2007). The Use Of Computer-Based Environments For Understanding And Improving Self-Regulation. Metacognition And Learning, 2(2-3), 169-176.
https://doi.org/10.1007/s11409-007-9015-8
SCHRAW, G. (2009). A Conceptual Analysis Of Five Measures Of Metacognitive Monitoring. Metacognition Learning, 4(33), 33-45. Doi:10.1007/S11409-008-9031-3
https://doi.org/10.1007/s11409-008-9031-3
SHANNON, S. V. (2008). Using Metacognitive Strategies And Learning Styles To Create Self-Directed Learners. Institute For Learning Styles Journal, 1, 14-28.
THIEDE, K. W., ANDERSON, M. C. M., & THERRIAULT, D. (2003). Accuracy Of Metacognitive Monitoring Affects Learning Of Texts. Journal Of Educational Psychology, 95(1), 66-73. Doi:10.1037/0022-0663.95.1.66
https://doi.org/10.1037/0022-0663.95.1.66
TINAJERO, C., CASTELO, A., GUISANDE, A., & PÁRAMO, M. F. (2011).Adaptive Teaching And Field Dependence-Independence: Instructional Implications. Revista Latinoamericana De Psicología, 43(3), 497-510.
TINAJERO, C., LEMOS, S., ARAÚJO, M., FERRACES, M. J., & PÁRAMO, M. F. (2012). Cognitive Style And Learning Strategies As Factors Which Affect Academic Achievement Of Brazilian University Students. Psicologia: Reflexão E Crítica,, 25(1), 105-113.
https://doi.org/10.1590/s0102-79722012000100013
TINAJERO, C., & PÁRAMO, M. F. (2013). El estilo cognitivo dependencia–independencia en el proceso de enseñanza aprendizaje. Revista Colombiana de Educación, 64, 57-78.
https://doi.org/10.17227/01203916.64rce57.78
TURAN, S., Demirel, O., & Sayek, I. (2009). Metacognitive Awareness And Self-Regulated Learning Skills Of Medical Students In Different Medical Curricula. Medical Teacher, 31(10), E477-483. Doi:10.3109/01421590903193521
https://doi.org/10.3109/01421590903193521
WINNE, P., Jamieson-Noel, D., & Muis, K. (2002). Methodological Issues And Advances In Researching Tactics, Strategies, And Self-Regulated Learning. In P. M. L. Maehr (Ed.), Advances In Motivation And Achievement: New Directions In Measures And Methods (Vol. 12, Pp. 121–155). Greenwich, CT: JAI.
WITKIN, H., & GOODENOUGH, D. (1981). Fragmento Estilos cognitivos, naturaleza y orígenes. Madrid: Editorial Pirámide.
WITKIN, H., GOODENOUGH, D. R., & OlTman, P. K. (1979). Psychological Differentiation: Current Status. Journal Of Personality And Social Psychology, 37(7), 1127-1145. Doi:10.1037//0022-3514.37.7.1127
https://doi.org/10.1037//0022-3514.37.7.1127
ZIMMERMAN, B. (1998). Academic Studying And The Development Of Personal Skill, A Self Regulatory Perspective. Educational Psychologist, 33, 73-76.
https://doi.org/10.1207/s15326985ep3302&3_3
https://doi.org/10.1080/00461520.1998.9653292
ANDERSON, M., OATES, T., CHONG, W., & PERLIS, D. (2006). Enhancing Reinforcement Learning With Metacognitive Monitoring And Control For Improved Perturbation Tolerance Journal Of Experimental And Theoretical Artificial Intelligence, 18(3), 387-411.
APELDOORN, J. (2009). Self-Regulated Learning In Medical Clerkships (pp.22-22).
AZEVEDO, R. (2009). Theoretical, Conceptual, Methodological, And Instructional Issues In Research On Metacognition And Self-Regulated Learning: A Discussion. Metacognition And Learning, 4(1), 87-95. Doi:10.1007/S11409-009-9035-7
https://doi.org/10.1007/s11409-009-9035-7
AZEVEDO, R., & ALEVEN, V. (2013). International Handbook Of Metacognition And Learning Technologies (R. Azevedo & V. Aleven Eds. Vol. 28). New York Heidelberg Dordrecht London: Springer International Handbooks Of Education.
https://doi.org/10.1007/978-1-4419-5546-3
AZEVEDO, R., WITHERSPOON, A., CHAUNCEY, A., BURKETT, C., & FIKE, A. (2009). Metatutor A Metacognitive Tool For Enhancing Self Regulated Learning. Paper Presented At The AAAI Fall Symposium
BANDURA, A. (1989). Social Cognitive Theory. Annals Of Child Development, 6, 1-60.
BANDURA, A. (1991). Social Cognitive Theory Of Moral Thought And Action. In I. W. M. K. J. & L. G. (Eds.) (Eds.), Handbook Of Moral Behavior And Development (Vol. Vol. 1, Pp. Pp. 45-103)). Stanford University: Hillsdale, NJ: Erlbaum.
BANDURA, A. (2002). Social Cognitive Theory In Cultural Context. Applied Psychology, 51(2), 269-290. Doi: 10.1111/1464-0597.00092
https://doi.org/10.1111/1464-0597.00092
BANDURA, A., & JOURDEN, F. J. (1991). Self-Regulatory Mechanisms Governing The Impact Of Social Comparison On Complex Decision Making. Journal Of Personality And Social Psychology, 60(6), 941-951. Doi: 10.1037//0022-3514.60.6.941
https://doi.org/10.1037//0022-3514.60.6.941
BRANDA, L. (1990). Implementing Problem-Based Learning. Journal Of Dental Education, 54(9), 548-549.
BROWN. (2007). The Use Of Learning Styles In Adaptive Hypermedia. (Doctor Of Philosophy), The University Of Nottingham, School Of Computer Science & IT.
BROWN, E., CrIstea, A., STEWART, C., & BRAILSFORD, T. (2005). Patterns In Authoring Of Adaptive Educational Hypermedia: A Taxonomy Of Learning Styles. Educational Technology & Society, 8(3), 77-90.
CASSIDY, S. (2004). Learning Styles: An Overview Of Theories, Models And Measures. Educational Psychology, 24(4), 419-444.
https://doi.org/10.1080/0144341042000228834
CASSIDY, S. (2006). Learning Style And Student Self-Assessment Skill. Education & Training, 48(2/3), 170-177.
https://doi.org/10.1108/00400910610651791
CHANG, M. (2007). Enhancing Web-Based Language Learning Through Self-Monitoring. Journal Of Computer Assisted Learning, 23(3), 187-196. Doi:10.1111/J.1365-2729.2006.00203.X
https://doi.org/10.1111/j.1365-2729.2006.00203.x
CHOU, H.-W. (2001). Influences Of Cognitive Style And Training Method On Training Effectiveness. Computers & Education, 37(1), 11-25. Doi:10.1016/S0360-1315(01)00028-8
https://doi.org/10.1016/S0360-1315(01)00028-8
CURRY, L. (1983). An Organization Of Learning Styles Theory And Constructs. Paper Presented At The American Educational Research Asociation, Montreal, Canadá.
CURRY, L. (1990). Learning Styles In Secondary Schols: A Review Of Instruments And Implications For Their Use. (Pp. 64). Wisconsin Center For Education Research: University Of Wisconsin-Madison.
DE BRUIN, A. B. H., & VAN GOG, T. (2012). Improving Self-Monitoring And Self-Regulation: From Cognitive Psychology To The Classroom. Learning And Instruction, 22(4), 245-252. Doi:10.1016/J.Learninstruc.2012.01.003
https://doi.org/10.1016/j.learninstruc.2012.01.003
GRASHA, A. (1972). Observations On Relating Teaching Goals To Student Response Styles And Classroom Methods. American Psychologist, 27(2), 144-147.
https://doi.org/10.1037/h0032741
GRASHA, A. (2002a). The Dynamics Of One-On-One Teaching. College Teaching, 50(4), 139-146.
GRASHA, A. (2002b). Teaching With Style University Of Cincinnati: Alliance Publishers.
GRASHA, A., & YANGARBER, N. (2000). Integrating Teaching Styles And Learning Styles With Instructional Technology. College Teaching, 48(1), 2-10.
https://doi.org/10.1080/87567550009596080
GREENE, J., & AZEVEDO, R. (2007). A Theoretical Review Of Winne And Hadwin's Model Of Self-Regulated Learning: New Perspectives And Directions. Review Of Educational Research, 77(3), 334-372. Doi:10.3102/003465430303953
https://doi.org/10.3102/003465430303953
GREENE, J., MOOS, D., & AZEVEDO, R. (2011). Self-Regulation Of Learning With Computer-Based Learning Environments. New Directions For Teaching And Learning, 126(126), 107-115. Doi:10.1002/Tl
GRIFFIN, T., WILEY, J., & SALAS, C. (2013). Supporting Effective Self-Regulated Learning: The Critical Role Of Monitoring. In R. Azevedo & V. Aleven (Eds.), International Handbook Of Metacognition And Learning
https://doi.org/10.1007/978-1-4419-5546-3_2
Technologies (Vol. 28, Pp. 19-34). New York: Springer International Handbooks Of Education
HEDERICH-MARTÍNEZ, C. (2004). Estilo cognitivo en la dimensión de independencia-dependencia de campo -influencias culturales e implicaciones para la educación-. (Doctorat), Universitat Autonoma De Barcelona, Bellaterra.
HEDERICH-MARTÍNEZ, C. (2007). Estilo cognitivo en la dimensión de dependencia para la educación. Bogotá, Colombia: Universidad Pedagógica Nacional.
HEDERICH-MARTÍNEZ, C. (2011). Rese-a de la tésis doctoral 'Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales'. Revista Colombiana De Educación, 60, 165-172.
HEDERICH-MARTÍNEZ, C. (2013). Estilística educativa. Revista Colombiana de Educación, 64, 21-56.
https://doi.org/10.17227/01203916.64rce21.56
https://doi.org/10.17227/1203916.rce6421
HSU, P.-Y. (1989). Training College Students To Use Self-Monitoring Strategies In English Speech Class (Pp. 1-18): Chaoyang University Of Technology.
LAN, W. Y. (2005). Self-Monitoring And Its Relationship With Educational Level And Task Importance. Educational Psychology, 25(1), 109-127. Doi: 10.1080/0144341042000294921
https://doi.org/10.1080/0144341042000294921
LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2011). Estilo cognitivo y logro académico. Educacion y Educadores, 14(1), 67-82.
LÓPEZ, O., HEDERICH-MARTÍNEZ, C., & CAMARGO, A. (2012). Logro en matemáticas, autorregulación del aprendizaje y estilo cognitivo. Suma Psicológica, 19(2), 39-50.
MESSICK, S. (1993). The Matter Of Style- Manifestations Of Personality In Cognition, Learning And Teaching Research Report. Educational Testing Service: Princeton, New Jersey.
MOOS, D., & AZEVEDO, R. (2008). Monitoring, Planning, And Self-Efficacy During Learning With Hypermedia: The Impact Of Conceptual Scaffolds. Computers In Human Behavior, 24(4), 1686-1706. Doi:10.1016/J.Chb.2007.07.001
https://doi.org/10.1016/j.chb.2007.07.001
MOOS, D., & AZEVEDO, R. (2009). Self-Efficacy And Prior Domain Knowledge: To What Extent Does Monitoring Mediate Their Relationship With Hypermedia Learning? Metacognition And Learning, 4(3), 197-216. Doi:10.1007/S11409-009-9045-5
https://doi.org/10.1007/s11409-009-9045-5
SAWA, H. (1966). "Analytic Thinking And Synthetic Thinking". Bulletin Of Faculty Of Education, No. 13, Pp. 1-16. Nagasaki University.
SCHRAW, G. (2007). The Use Of Computer-Based Environments For Understanding And Improving Self-Regulation. Metacognition And Learning, 2(2-3), 169-176.
https://doi.org/10.1007/s11409-007-9015-8
SCHRAW, G. (2009). A Conceptual Analysis Of Five Measures Of Metacognitive Monitoring. Metacognition Learning, 4(33), 33-45. Doi:10.1007/S11409-008-9031-3
https://doi.org/10.1007/s11409-008-9031-3
SHANNON, S. V. (2008). Using Metacognitive Strategies And Learning Styles To Create Self-Directed Learners. Institute For Learning Styles Journal, 1, 14-28.
THIEDE, K. W., ANDERSON, M. C. M., & THERRIAULT, D. (2003). Accuracy Of Metacognitive Monitoring Affects Learning Of Texts. Journal Of Educational Psychology, 95(1), 66-73. Doi:10.1037/0022-0663.95.1.66
https://doi.org/10.1037/0022-0663.95.1.66
TINAJERO, C., CASTELO, A., GUISANDE, A., & PÁRAMO, M. F. (2011).Adaptive Teaching And Field Dependence-Independence: Instructional Implications. Revista Latinoamericana De Psicología, 43(3), 497-510.
TINAJERO, C., LEMOS, S., ARAÚJO, M., FERRACES, M. J., & PÁRAMO, M. F. (2012). Cognitive Style And Learning Strategies As Factors Which Affect Academic Achievement Of Brazilian University Students. Psicologia: Reflexão E Crítica,, 25(1), 105-113.
https://doi.org/10.1590/s0102-79722012000100013
TINAJERO, C., & PÁRAMO, M. F. (2013). El estilo cognitivo dependencia–independencia en el proceso de enseñanza aprendizaje. Revista Colombiana de Educación, 64, 57-78.
https://doi.org/10.17227/01203916.64rce57.78
TURAN, S., Demirel, O., & Sayek, I. (2009). Metacognitive Awareness And Self-Regulated Learning Skills Of Medical Students In Different Medical Curricula. Medical Teacher, 31(10), E477-483. Doi:10.3109/01421590903193521
https://doi.org/10.3109/01421590903193521
WINNE, P., Jamieson-Noel, D., & Muis, K. (2002). Methodological Issues And Advances In Researching Tactics, Strategies, And Self-Regulated Learning. In P. M. L. Maehr (Ed.), Advances In Motivation And Achievement: New Directions In Measures And Methods (Vol. 12, Pp. 121–155). Greenwich, CT: JAI.
WITKIN, H., & GOODENOUGH, D. (1981). Fragmento Estilos cognitivos, naturaleza y orígenes. Madrid: Editorial Pirámide.
WITKIN, H., GOODENOUGH, D. R., & OlTman, P. K. (1979). Psychological Differentiation: Current Status. Journal Of Personality And Social Psychology, 37(7), 1127-1145. Doi:10.1037//0022-3514.37.7.1127
https://doi.org/10.1037//0022-3514.37.7.1127
ZIMMERMAN, B. (1998). Academic Studying And The Development Of Personal Skill, A Self Regulatory Perspective. Educational Psychologist, 33, 73-76.
https://doi.org/10.1207/s15326985ep3302&3_3
https://doi.org/10.1080/00461520.1998.9653292
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