J. Alonso-Tapia

Developmental and Educational Psychology · 2013–2014

A researcher in the Science corpus: 3 papers; trusts 31 researchers and is trusted by 10 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 66 citations into it; #1,515 of 8,223 by trust here, #2,393 by citations
• Education — 50 citations into it; #1,923 of 11,309 by trust here, #3,166 by citations
• Experimental and Cognitive Psychology — 18 citations into it
• Social Psychology — 18 citations into it
• Communication — 7 citations into it

Whom J. Alonso-Tapia trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. B. Zimmerman
2. Heidi L. Andrade
3. Ernesto Panadero
4. Julius Kuhl
5. M. Boekaerts
6. Philip H. Winne
7. Myron H. Dembo
8. A. Jonsson
9. Joachim Wirth
10. P. Pintrich

Who trusts J. Alonso-Tapia overall

1. Ernesto Panadero
2. A. Jonsson
3. J. Fraile
4. Jan-Willem Strijbos
5. Jaclyn Broadbent
6. Heidi L. Andrade
7. Zi Yan

Papers from J. Alonso-Tapia's perspective

Ordered by how strongly the researchers J. Alonso-Tapia trusts endorse each paper. Same corpus, a different order for every researcher.

1. Attaining self-regulation: A social cognitive perspective.
2. The role of goal orientation in self-regulated learning.
3. Self-Regulation in the Classroom: A Perspective on Assessment and Intervention
4. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
5. Self-regulated learning viewed from models of information processing.
6. Self-Regulated Learning: Finding a Balance between Learning Goals and Ego-Protective Goals
7. Classroom Applications of Research on Self-Regulated Learning
8. Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
9. The Hidden Dimension of Personal Competence: Self-Regulated Learning and Practice.
10. Chapter 5 – A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions

Their papers

• How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014) — 306 citations
• Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013) — 201 citations
• Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013) — 108 citations