Arias, B., González, V., y Sánchez, L. (2013). Calibración del índice de hiperactividad de Conners mediante el modelo de Rasch. Universitas Psychologica 12(3), 957–970. https://doi.org/10.11144/javeriana.upsy12-3.cihc
Barrios, A. H., & Uribe, Á. C. (2017). Adaptación y validación del Inventario de Estrategias de Autorregulación en estudiantes universitarios. Suma Psicológica, 24(1), 9-16. https://doi.org/10.1016/j.sumpsi.2017.02.001
Belvedere, S. L., & de Morton, N. A. (2010). Application of Rasch analysis in health care is increasing and is applied for variable reasons in mobility instruments. Journal of Clini-cal Epidemiology, 63(12), 1287-1297. https://doi.org/10.1016/j.jclinepi.2010.02.012
Bond, T. G., & Fox, C. M. (2012). Applying the Rasch Model: Fundamental Measurement in the Human Sciences. Routledge. https://doi.org/10.4324/9781410614575
Brandt, S., Moulton, M. & Duckor, B. (2015). Advances in Rasch modeling: new applications and directions: guest editorial. Psychological Test and Assessment Modeling, 57(3), 338-341. https://www.psychologie-aktuell.com/fileadmin/download/ptam/3-2015_20150925/03_Brandt.pdf
Brown J. M. (1998). Self-regulation and the addictive behaviors. In W. R. Miller & N. Heather (Eds.), Treating Addictive Behaviors (2nd Ed., pp. 61–73). Plenum Press. https://doi.org/10.1007/978-1-4899-1934-2_5
Brown J. M., Miller W. R., & Lawendowski L. A. (1999). The Self-Regulation Questionnaire. In L. Vandecreek & T. L. Jackson (Eds.), Innovations in clinical practice: A source book (pp. 281–293). Professional Resources Press.
Bruna, D., Pérez, M., Bustos, C. & Núñez, J. (2016). Propiedades Psicométricas del Inventa-rio de Procesos de Autorregulación del Aprendizaje en Estudiantes Universitarios Chi-lenos. Revista Iberoamericana de Diagnóstico y Evaluación, 44(2), 77-91. https://doi.org/10.21865/RIDEP44.2.07
Chen, Y. H., & Lin, Y. J. (2018). Validation of the short self-regulation questionnaire for Taiwanese college students (TSSRQ). Frontiers in Psychology, 9, Article 259. https://doi.org/10.3389/fpsyg.2018.00259
Curione, K., Gründler, V., Píriz, L. & Huertas, J. (2017) MSLQ-UY, validación con estudian-tes universitarios uruguayos. Revista Evaluar, 17(02), 1-17. https://revistas.unc.edu.ar/index.php/revaluarNota
de la Fuente, J., Zapata, L., Martínez-Vicente, J. M., Cardelle-Elawar, M., Sander, P., Justicia, F., Pichardo, M. C., & García-Belén, A. B. (2012). Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales. Electronic Journal of Research in Education Psychology, 10(27), 839–866. https://doi.org/10.25115/ejrep.v10i27.1511
de la Fuente-Arias, J. (2017) Theory of Self- vs. Externally Regulated Learning TM: Funda-mentals, Evidence, and Applicability. Frontiers in Psychology, 8, Article 1675, https://doi.org/10.3389/fpsyg.2017.01675.
de la Fuente, J.; Malpica-Chavarria, E.A.; Garzón-Umerenkova, A.; Pachón-Basallo, M. (2021) Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age. International Journal Environmental Research in Public Health, 18, Article 8944. doi:10.3390/ ijerph18178944
de la Fuente, J., Sander, P., Garzón-Umerenkova, A., Vera-Martínez, M., Fadda, S. & Gaetha, M. (2021). Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Frontiers in Psychology,12, Article 602904. https://doi.org/10.3389/fpsyg.2021.602904
Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. Blackwell. https://doi.org/10.1002/9781444305159
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143-156. https://doi.org/10.1007/s11205-009-9493-y
Espeza, L. O., & Flores, M. K. (2021). Inventario de estrategias de autorregulación (SRSI-SR): propiedades psicométricas y datos normativos en estudiantes universitarios de Lima Metropolitana [Tesis de Grado, Universidad César Vallejo]. https://repositorio.ucv.edu.pe/bitstream/handle/20.500.12692/71207/Espeza_ALO-Flores_LMK-SD.pdf?sequence=1
Garzón, A., de la Fuente, J., Martínez-Vicente, J., Zapata Sevillano, L., Pichardo, M. & Gar-cía-Berbén, A. (2017). Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch Analysis. Frontiers in Psychology, 8, Article 276. https://doi.org/10.3389/fpsyg.2017.00276
Garzón A., de la Fuente J., Amate J., Paoloni P.V., Fadda S. & Pérez J.F. (2018). A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students. Frontiers in Psychology, 9, Article 536. https://doi.org/10.3389/fpsyg.2018.00536
Garzón, A., de la Fuente, J. & Gil, J. (2022). Relationship Between Academic Procrastination, Well-Being, and Grades: the Mediational Role of Self-Regulation and Bad Habits. Journal of Positive Psychology & Wellbeing, 6(2), 1247 – 1262. https://www.journalppw.com/index.php/jppw/article/view/10379
Hagger, M. S., & Orbell, S. (2021). The commonsense model of illness self-regulation: a con-ceptual review and proposed extended model. Health Psychology Review, 16(3), 347-377. https://doi.org/10.1080/17437199.2021.1878050
Haydon, K. C., & Salvatore, J. E. (2022). Self-Regulation Predicts Mental Health and Well-Being During the Covid-19 Pandemic: A Prospective Study. Journal of Social and Clinical Psychology, 41(1), 1-29. https://doi.org/10.1521/jscp.2021.40.6.1
Heesch, K. C., Masse, L. C. & Dunn, A. L. (2006). Using Rasch modeling to re- evaluate three scales related to physical activity: enjoyment, perceived benefits, and perceived barriers. Health Education Research, 21(1), 58-72. https://doi.org/10.1093/her/cyl054
Hennessy, E. A., Johnson, B. T., Acabchuk, R. L., McCloskey, K., & Stewart-James, J. (2020). Self-regulation mechanisms in health behavior change: a systematic meta-review of meta-analyses, 2006–2017. Health Psychology Review, 14(1), 6-42. https://doi.org/10.1080/17437199.2019.1679654
Hernández, A., Hidalgo, M. D., Hambleton, R. K., & Gómez Benito, J. (2020). International test commission guidelines for test adaptation: A criterion checklist. Psicothema, (3)32, 390-398. https://doi.org/10.7334/psicothema2019.306
Inzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2021). Integrating models of self-regulation. Annual review of psychology, 72, 319-345. https://doi.org/10.1146/annurev-psych-061020-105721
Linacre, J. M. (2006). A User’s Guide to Winsteps Ministeps: Rasch-Model Computer Pro-grams. Chicago, IL: Electronic Publication.
Linacre, J. M. (2014). WINSTEPS Rasch measurement [Computer software]. Chicago, IL: Winsteps.com.
Ley 1090 de 2006. (2006, 6 de septiembre). Diario Oficial No. 46383.
Matos-Fernández, L. (2009). Adaptación de dos cuestionarios de motivación: Autorregulación del Aprendizaje y Clima de Aprendizaje. Persona, 12, 167-185. https://doi.org/10.26439/persona2009.n012.282
Neal, D. J., & Carey, K. B. (2005). A follow-up psychometric analysis of the self-regulation questionnaire. Psychological Addictive Behavior, 19(4), 414-422. https://doi.org/10.1037/0893-164X.19.4.414
Ospina, T. R., & Serrano, M. V. (2019). Adaptación y Validación de un Cuestionario Sobre Estrategias de Autorregulación de la Motivación en Estudiantes Universitarios. Psykhe, 28(1), 1-15. https://doi.org/10.7764/psykhe.28.1.1128
Pichardo, C., Justicia, F., de la Fuente, J., Martínez-Vicente, J. M., & Berbén, A. B. (2014). Factor structure of the self-regulation questionnaire (SRQ) at Spanish Universities. The Spanish Journal of Psychology, 17, 1–8, Article e62. https://doi.org/10.1017/sjp.2014.63
Pichardo M. C., Cano F., Garzón-Umerenkova A., de la Fuente J., Peralta-Sánchez F. J. & Amate-Romera J. (2018). Self-Regulation Questionnaire (SRQ) in Spanish Adoles-cents: Factor Structure and Rasch Analysis. Frontiers in Psychology, 9, Article 1370. https://doi.org/10.3389/fpsyg.2018.01370
Potgieter, J. C., & Botha, K. F. H. (2009). Psychometric Properties of the Short Self-Regulation Questionnaire (SSRQ) in a South African Context. Journal of Psychology in Africa, 19(3), 321–328. https://doi.org/10.1080/14330237.2009.10820298
Pozo, C., Garzón Umerenkova, A., Charry, C. & Bretones, B. (2016) Psychometric properties and dimensionality of the "Flourishing Scale" in Spanish-speaking population. Elec-tronic Journal of Research in Educational Psychology,14(1), 14(38), 175–182. https://doi.org/10.14204/ejrep.38.15044
Seligman, M. E. P. (2011). Flourishing. A New Understanding of Happiness and Well-Being–and How to Achieve Them. Nicholas Brealey.
Settanni, M., Longobardi, C., Sclavo. E., Fraire, M. & Prino, L. E. (2015). Development and psychometric analysis of the student–teacher relationship scale-short form. Frontiers in Psychology, 6, Article 898. https://doi.org/10.3389/fpsyg.2015.00898
Silva, A. J., & Caetano, A. (2013). Validation of the flourishing scale and scale of positive and negative experience in Portugal. Social Indicators Research, 110, 469-478. https://doi.org/10.1007/s11205-011-9938-y
Smith, E. (2012). Practical Rasch Measurement- Core Topics Tutorial 3). http://www. statis-tics.com/
Stolt, M., Kottorp, A., & Suhonen, R. (2022). The use and quality of reporting of Rasch anal-ysis in nursing research: A methodological scoping review. International Journal of Nursing Studies, 132, Article 104244. https://doi.org/10.1016/j.ijnurstu.2022.104244
WHO. (S/F). Constitution of the World Health Organization. Official Records of the World Health Organization, Nº 2, p. 100. https://iris.who.int/bitstream/handle/10665/85573/Official_record2_eng.pdf
Wood, W., & Rünger, D. (2016). Psychology of Habit. Annual Reviewo Psychology, 67(1), 289– 314. https://doi.org/10.1146/annurev-psych-122414- 033417
Wood, W., & Neal, D. T. (2016). Healthy through habit: Interventions for initiating and main-taining health behavior change. Behavioral Science & Policy, 2, 71-83. https://doi.org/10.1353/bsp.2016.0008
Vosloo, M., Potgieter, J., Temane, M., Ellis, S., & Khumalo, T. (2013). Validation of the short self-regulation questionnaire in a group of black teachers: the SABPA study. SA Journal of Industrial Psychology, 39(1), 1-10. https://doi.org/10.4102/sajip.v39i1.1157
Zambrano, C., Rojas, D., Díaz, A., & Salcedo, P. (2018). Propiedades Psicométricas del In-ventario de Estrategias de Autorregulación en Estudiantes de Pedagogía Chilenos. Formación Universitaria, 11(5), 85-92. https://doi.org/10.4067/s0718-50062018000500085
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Back-ground, Methodological Developments, and Future Prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motiva-tion intersect. In D. J., Hacker, J. Dunlosky & Graesser, A. C. (Eds.), Handbook of Metacognition in Education (pp. 166-183) Routledge. https://doi.org/10.4324/9780203876428
留言 (0)