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| dc.creator | Granados López, Hedilberto | |
| dc.creator | Hederich-Martínez, Christian | |
| dc.date | 2021-05-16 | |
| dc.date.accessioned | 2023-03-20T15:55:11Z | |
| dc.date.available | 2023-03-20T15:55:11Z | |
| dc.identifier | https://reviberopsicologia.ibero.edu.co/article/view/rip.14306 | |
| dc.identifier | 10.33881/2027-1786.rip.14306 | |
| dc.identifier.uri | https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/215561 | |
| dc.description | Se presenta y analiza un instrumento para evaluar la naturaleza adaptativa de la regulación emocional en situaciones de aprendizaje colaborativo (AIRE), propuesto por Järvelä, Järvenoja y Veermans (2008). Participaron 67 estudiantes de grados 8º, 9º y 10º de una institución femenina del sector público de la ciudad de Manizales (Colombia) con edades entre 13 y 17 años (M=15,03 años DE=0,97 años). Los participantes, dispuestos en 12 grupos de trabajo permanentes, siguen una dinámica de aprendizaje colaborativa en todas la áreas y materias. Se examinaron estadísticos descriptivos y análisis de reducción de dimensiones para cada sección del instrumento. Los resultados mostraron que, mientras las secciones uno y tres parecen coincidir con lo planteado teóricamente en la consolidación del instrumento, la dimensionalidad encontrada difiere de la propuesta por sus autores en la sección dos. Los resultados mostraron que el instrumento contribuye al análisis y evaluación de objetivos personales, conflictos socio emocionales, formas de regulación y reflexión metacognitiva sobre la percepción individual y grupal del objetivo alcanzado. Se propone una nueva dimensionalidad en razón de los análisis y la congruencia conceptual de algunos de sus ítems. | es-ES |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | ĬbērAM | es-ES |
| dc.relation | https://reviberopsicologia.ibero.edu.co/article/view/rip.14306/1750 | |
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| dc.relation | /*ref*/Hadwin, A.F, Järvelä, S. & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. En B. J. Zimmerman y D. H. Schunk (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 65-84). Routledge/taylor & Francis Group. Obtenido de: https://psycnet.apa.org/record/2011-12365-005 . | |
| dc.relation | /*ref*/Hadwin, A.F, Järvelä, S. & Miller, M. (2017). Self-regulation, co-regulation and shared regulation in collaborative learning environments. In D. Schunk, & J. Greene, (Eds.). Handbook of Self-Regulation of Learning and Performance (2nd Ed.). New York, NY: Routledge. Obtenido de: https://www.researchgate.net/publication/313369294_Self-regulation_coegulation_and_shared_regulation_in_collaborative_learning_environments | |
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| dc.relation | /*ref*/Hurme, T. R, Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503-524. https://doi.org/10.1080/13803610903444659 | |
| dc.relation | /*ref*/Isohätälä, J, Järvenoja, H. & Järvelä, S. (2016). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81(2), 11-24. https://doi.org/10.1016/j.ijer.2016.10.006 | |
| dc.relation | /*ref*/Järvenoja, H, Volet, S. & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptative and social nature of the regulations process. Educational Psychology, 33(1), 31-58. https://doi.org/10.1080/01443410.2012.742334 | |
| dc.relation | /*ref*/Järvelä, S, Volet, S. & Järvenoja, H. (2010). Research on motivation in collaborative learning: moving beyong the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27. doi: https://doi.org/10.1080/00461520903433539 | |
| dc.relation | /*ref*/Järvelä, S, & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374. Obtenido de: https://journals.sagepub.com/doi/pdf/10.1177/016146811111300205 | |
| dc.relation | /*ref*/Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, (15), 465–480. https://doi.org/10.1016/j.learninstruc.2005.07.012 | |
| dc.relation | /*ref*/Järvelä, S., Järvenoja, H. & Veermans, M. (2008). Understanding dynamics of motivation insocially shared learning. International Journal of Educational Research, (47), 122–135 https://doi.org/10.1016/j.ijer.2007.11.012 | |
| dc.relation | /*ref*/Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education`strategic activities in challeng- ing collaborative learning situations. Learning, Culture and Social Interaction, (19), 109-123. https://doi.org/10.1016/j.lcsi.2018.05.002 | |
| dc.relation | /*ref*/Liskala, T, Vauras, M, Lehtinen, E. & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problema-solving processes. Learning and Instruction, 21(3), 379-393. https://doi.org/10.1016/j.learninstruc.2010.05.002 | |
| dc.relation | /*ref*/McCaslin, M. & Murdock, T.B. (1991). The emergent interaction of home and school in the development of students’ adaptive learning. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement. Greenwich, CT: JAI Press. | |
| dc.relation | /*ref*/McCaslin, M. (2009). Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137-146. https://doi.org/10.1080/00461520902832384 | |
| dc.relation | /*ref*/Panadero, E, Kirschner, P, Järvelä, S. & Järvenoja, H. (2015). How individual self-regulation afects group regulation and performance: A shared regulation intervention. Small Group Research, 46(4), 431-454. https://doi.org/10.1177/1046496415591219 | |
| dc.relation | /*ref*/Panadero, E. & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190.203. https://econtent.hogrefe.com/doi/abs/10.1027/1016-9040/a000226 | |
| dc.relation | /*ref*/Rogat, T.K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375-415. https://doi.org/10.1080/07370008.2011.607930 | |
| dc.relation | /*ref*/Rogat, T.K., & Adams-Wiggins, K.R. (2014). Other-Regulation in Collaborative Groups: Implications for Regulation Quality. Instructional Science: An International Journal of the Learning Sciences, (42), 879-904. https://doi.org/10.1007/s11251-014-9322-9 | |
| dc.relation | /*ref*/Rogat, T.K., & Adams-Wiggins, K.R. (2015). Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation. Computers in Human Behavior, (52), 589-600. https://doi.org/10.1016/j.chb.2015.01.026 | |
| dc.relation | /*ref*/Sobonciski, M., Järvelä, S., Malmberg, J. & Muhterem, D. (2020). How does monitoring set the stage for adaptative regulation or maladaptive behavior in collaborative learning ? Metacognition and learning, (15), 99-127. https://doi.org/10.1007/s11409-020-09224-w. | |
| dc.relation | /*ref*/Zheng, L. & Huang, R. (2015). The effects of sentiments and co-regulation on group performance in computer supported collaborative learning. Internet and Higher Education, 28(1), 59-67. https://doi.org/10.1016/j.iheduc.2015.10.001 | |
| dc.rights | Derechos de autor 2021 Corporación Universitaria Iberoamericana | es-ES |
| dc.rights | http://creativecommons.org/licenses/by-nc-sa/4.0 | es-ES |
| dc.source | Revista Iberoamericana de Psicología; Vol. 14 Núm. 3 (2021): Revista Iberoamericana de Psicología; 57-68 | es-ES |
| dc.source | 2500-6517 | |
| dc.source | 2027-1786 | |
| dc.subject | Regulación emocional, desafíos socio emocionales, Coregulación y Regulación social, aprendizaje colaborativo | es-ES |
| dc.title | Revisión de las propiedades del cuestionario AIRE para su uso en grupos de aprendizaje cooperativo en el contexto escolar colombiano | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion |
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