Journal•ISSN: 1696-2095
Electronic Journal of Research in Educational Psychology
University of Almería
About: Electronic Journal of Research in Educational Psychology is an academic journal published by University of Almería. The journal publishes majorly in the area(s): Academic achievement & Educational psychology. It has an ISSN identifier of 1696-2095. Over the lifetime, 880 publications have been published receiving 11357 citations. The journal is also known as: Revista electrónica de investigación psicoeducativa (Internet) & Electronic journal of research in educational psychology.
Topics: Academic achievement, Educational psychology, Metacognition, Higher education, Emotional intelligence
Papers published on a yearly basis
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TL;DR: A partir de la publication de Zimmerman and Schunk (1989), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, se han puesto en marcha un gran numero de investigaciones sobre aprendizaje autorregulado as discussed by the authors.
Abstract: Los profundos cambios que ha experimentado el contexto de la Psicologia de la Educacion durante los ultimos 30 anos han llevado a que el aprendizaje autorregulado se convierta, actualmente, en tema central de la investigacion y en uno de los ejes primordiales de la practica educativa. A partir de la publicacion de Zimmerman y Schunk (1989), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, se han puesto en marcha un gran numero de investigaciones sobre aprendizaje autorregulado. Tomando como referencia estas y otras publicaciones actuales, el objetivo de este trabajo es recoger las principales cuestiones que se abordan dentro de las lineas de estudio del aprendizaje autorregulado. Ademas, se destacan una serie de direcciones que pueden guiar a las futuras investigaciones en este campo.
339 citations
TL;DR: The Inteligencia Emocional (IE) ha surgido en los ultimos 25 anos como un concepto muy relevante del ajuste emocional, el bienestar personal, el exito en.
Abstract: Resumen es: La Inteligencia Emocional (IE) ha surgido en los ultimos 25 anos como un concepto muy relevante del ajuste emocional, el bienestar personal, el exito en
185 citations
TL;DR: In this article, a preliminary analysis of the effects of Facebook usage by undergraduate students at Lulea University of Technology in Sweden is presented. Andersen et al. proposed a research model to test the effect of social media usage on students' academic performance.
Abstract: Introduction: The paper provides a preliminary analysis of the effects of Facebook usage by undergraduate students at Lulea University of Technology in Sweden. The proposed research model tests the ...
183 citations
TL;DR: The authors reivindica the inclusion of las competencias emocionales como basicas en la escolaridad obligatoria and en los objetivos de la fo...
Abstract: Resumen es: Este articulo reivindica la inclusion de las competencias emocionales como competencias basicas en la escolaridad obligatoria y en los objetivos de la fo...
148 citations
TL;DR: In this paper, the authors investigated the relationship between personal, family and academic factors that account for school failure, as well as determine how these factors influence each other, and the hypotheses were fulfilled differentially, showing the selective predictive power of the different contextual variables (family and school related) in accounting for school failures in students of Secondary Education.
Abstract: Introduction. Understanding different parameters which contribute directly to low achievement is a frequent topic, especially when international surveys such as the one carried out by the OEDC show that 26% of secondary students in Spain (6% above the average of the all other countries surveyed) do not attain the corresponding diploma. The present study aims to establish relationships between personal, family and academic factors that account for school failure, as well as determine how these factors influence each other. Method. The sample was composed of a total of 1178 students from four secondary schools in Almeria city (Spain), including the four years of Mandatory Secondary Education. In order to collect the data two measuring instruments were used: an adaptaion of the TAMAI questionnaire and a measurement of school failure. Results. The results of this survey make clear the direct influence of variables such as parents' academic level, gender, motivation, relationships between peers, and others. Discussion. The hypotheses were fulfilled differentially, showing the selective predictive power of the different contextual variables (family and school related) in accounting for school failure in students of Secondary Education. Such results offer us very relevant information for better understanding and for decision-making with an aim towards prevention of school failure during this educational stage.
134 citations