La Comprensión Lectora Avanzada a través de las Disciplinas:Variables Instruccionales y Psicoeducativas

Referencias bibliográficas

• Almerich, G., Díaz-García, I., Cebrián-Cifuentes, S. y Suárez-Rodríguez, J. (2018). Estructura dimensional de las competencias del siglo XXI en alumnado universitario de educación. RELIEVE, 24(1), 1-21. https://doi.org/10.7203/relieve.24.1.12548
• Arias, D. H., Díaz, O. C., Garzón, I., León, A. C., Rodríguez, S. P. y Valbuena, E. O. (2018). Entre las exigencias de calidad y las condiciones de desigualdad: Formación inicial de profesores en Colombia. UPN.
• Belavi, G. y Murillo, F. J. (2020). Democracia y justicia social en las escuelas: Dimensiones para pensar y mejorar la práctica educativa. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(3), 5-28. https://doi.org/10.15366/reice2020.18.3.001
• Benavides, D. R. y Sierra, G. M. (2016). Estrategias didácticas para fomentar la lectura crítica desde la perspectiva de la transversalidad. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(3), 79-109. https://revistas.uam.es/reice/article/view/2906
• Brodsky, J. E., Brooks, P. J., Scimeca, D., Todorova, R., Galati, P., Batson, M., Grosso, R., Matthews, M., Miller, V. y Caulfeld, M. (2021). Improving college students’ fact-checking strategies through lateral reading instruction in a general education civics course. Cognitive Research: Principles and Implications, 6, 23-29. https://doi.org/10.1186/s41235-021-00291-4
• Cabrera, L., Sokolow, J. y Cabrera, D. (2021) Developing and validating a measurement of systems thinking: The systems thinking and metacognitive inventory (STMI). En D. Cabrera, L. Cabrera y G. Midgley (Eds.), Routledge handbook of systems thinking (pp. 1-42). Routledge.
• Calderón, A., Parra, C. A. y Piñeros, M. A. (2019). Guía de orientación Saber Pro: Módulos de competencias genéricas. Instituto Colombiano para la Evaluación de la Educación (ICFES).
• CEEDAR. (2021). Evidences based practices. CEEDAR innovation configurations. Tools for programs reforms. CEEDAR.
• Cheng, Y. y Lin, Y. (2018). Validation of the short self-regulation questionnaire for Taiwanese college students. Frontiers in Psychology, 9(259), 1-10. https://doi.org/10.3389/fpsyg.2018.00259
• Chen, Y. H. y Lin, Y. J. (2020). Revalidating the Taiwanese self-regulation questionnaire (New TSSRQ) and exploring its relationship with college students’ psychological well-being. Frontiers in Psychology, 11,1192. https://doi.org/10.3389/fpsyg.2020.01192
• Chung, M. S. (2019). Teacher efficacy, collective self-esteem, and organizational commitment of childcare teachers: A moderated mediation model of social support. Frontiers in Psychology, 10, 955. https://doi.org/10.3389/fpsyg.2019.00955
• Daumiller, M., Dickhäuser, O. y Dresel, M. (2019). University instructors’ achievement goals for teaching. Journal of Educational Psychology, 111(1), 131-148. https://doi.org/10.1037/edu0000271
• Del Arco, I., Flores, O. y Silva, P. (2019). El desarrollo del modelo flipped classroom en la universidad: Impacto de su implementación desde la voz del estudiantado. Revista de Investigación Educativa, 37(2), 451-469. https://doi.org/10.6018/rie.37.2.327831
• Díaz-Flórez, O. C. (2018). Las competencias en la educación superior. Debates contemporáneos (Tesis Doctoral). UPN. https://doi.org/10.17227/td.2018.5504
• Doménech, F., Abellán, L. y Gómez, A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 8, 1193. https://doi.org/10.3389/fpsyg.2017.01193
• Dong, A., Jong, M. S. Y. y King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203. https://doi.org/10.3389/fpsyg.2020.591203
• Durón-Ramos, M. F., Mojica-Gómez, P. A., Villamizar-Gomez, K. y Chacón-Andrade, E. R. (2020). Impact of positive personal traits on university student engagement in Mexico, Colombia, and El Salvador. Frontiers in Psychology, 5, 591231. https://doi.org/10.3389/feduc.2020.00012
• Fandiño-Parra, Y. J., Muñoz-Barriga, A., López-Díaz, R. A. y Galindo-Cuesta, J. A. (2021). Teacher education and critical thinking: Systematizing theoretical perspectives and formative experiences in Latin America. Revista de Investigación Educativa, 39(1), 149-167. https://doi.org/10.6018/rie.416271
• Gao, H., Ou. Y., Zhang, Z., Ni, M., Zhou, X. y Liao, L. (2021). The relationship between family support and e-learning engagement in college students: The mediating role of e-learning normative consciousness and behaviours and e-learning self-efficacy. Frontiers in Psychology, 12, 573779. https://doi.org/10.3389/fpsyg.2021.573779
• García-Martín, J. y García, J. N. (2013). Patterns of Web 2.0 tool use among young Spanish. Computers & Education, 67, 105-120. https://doi.org/10.1016/j.compedu.2013.03.003
• García-Martín, J. y García, J. N. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 107, 54-67. https://doi.org/10.1016/j.compedu. 2016.12.010
• García-Martín, J. y García, J. N. (2018). The instructional effectiveness of two virtual approaches: Processes and product. Revista de Psicodidáctica, 23(2), 117-127. https://doi.org/10.1016/j.psicoe.2018.02.003
• García-Martín, J. y García, J. N. (2020a). The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life. Revista Psicodidáctica, 25(1), 36-44. https://doi.org/10.1016/j.psicod.2019.08.002
• García-Martín, J. y García, J. N. (2020b). Methodologies used by university lecturers in teaching and assessment of reading competence. Ocnos-Revista Estudios sobre Lectura, 19(3), 55-71. https://doi.org/10.18239/ocnos_2020.19.3.2378
• García-Martín, J., García, J. N., Inciarte, A. J., Marín, F. V., Sánchez, E. R. y Conde, M. E. (2019). Sistemas de evaluación y metodologías docentes y su incidencia en las competencias genéricas. International Journal of Developmental and Educational Psychology, 3(1), 337-352. https://doi.org/10.17060/ijodaep.2019.n1.v3.1499
• García-Martín, J. y García-Martín, S. (2021). Uso de herramientas digitales para la docencia durante la pandemia COVID-19. Revista Española de Educación Comparada, 38, 151-173. https://doi.org/10.5944/reec.38.2021.27816
• González, S. y Triviño, M. A. (2018). Las estrategias didácticas en la práctica docente universitaria. Profesorado. Revista de Curriculum y Formación del Profesorado, 22(2), 371-388. https://doi.org/10.30827/profesorado.v 22i2.7728
• Graham, S., Liu, X., Ng, C., Bartlett, B., Harris, K. R. y Kavanauge, C. (2018). Effectiveness of literacy programs balancing reading and writing instruction: A meta-analysis. Reading Research Quarterly, 53(3), 279-304. https://doi.org/10.1002/rrq.194
• Gutiérrez, M. (2018). Estilos de aprendizaje, estrategias para enseñar. Su relación con el desarrollo emocional y “aprender a aprender”. Tendencias Pedagógicas, 31, 83-96. https://doi.org/10.15366/tp2018.31.004
• Hajduová, Z., Smola. K., Szajt, M. y Bednárová, L. (2020). Digital competences of polish and slovak students, comparative analysis in the light of empirical research. Sustainability, 12, 7739. https://doi.org/10.3390/su12187739
• Halamish, V. (2018). Pre-service and in-service teachers’ metacognitive knowledge of learning strategies. Frontiers in Psychology, 9(2152), 1-5. https://doi.org/10.3389/fpsyg.20 18.02152
• Hatlevik, I. K. R. y Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegia collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9, 935. https://doi.org/10.3389/fpsyg.2018.00935
• He, P., Zhou, Q., Zhao, H., Jiang, C. y Wu, Y. J. (2020). Compulsory citizenship behavior and employee creativity: Creative self-efficacy as a mediator and negative affect as a moderator. Frontiers in Psychology, 11(1640). https://doi.org/10.3389/fpsyg.2020.01640
• Hershkovitz, A. y Alexandron, G. (2020). Understanding the potential and challenges of big data in schools and education. Tendencias Pedagógicas, 35, 7-17. https://doi.org/10.15366/tp2020.35.002
• Hew, K. F. y Cheung W. S. (2014). Students’ and instructors’ use of massive open online courses. Motivations and challenges. Educational Research Review, 12, 45-58. https://doi.org/10.1016/j.edurev.2014.05.001
• Karagiannopoulou E., Milienos F. S. y Athanasopoulos, V. (2018). Associations between defense styles, approaches to learning, and achievement among university students. Frontiers in Psychology, 9, 1-10. https://doi.org/10.3389/feduc.2018.00053
• Kearney, C. A., Sanmartín, R. y Gonzálvez, C. (2020). The school climate and academic mindset inventory: Confirmatory factor analysis and invariance across demographic groups. Frontiers in Psychology, 11, 2061. https://doi.org/10.3389/fpsyg.2020.02061
• Klein, P. D. y Boscolo, P. (2015). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311-350. https://doi.org/10.17239/jowr-2016.07.03.01
• Koster, M., Tribushinina, E., de Jong, P. F. y van den Bergh, H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research, 7(2), 249-274. https://doi.org/10.17239/jowr-2015.07.02.2
• Lai, H. M., Hsiao, Y. L. y Hsieh, P. J. (2018). The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching. Computers & Education, 124, 37-50. https://doi.org/10.1016/j.compedu.2018.05.013
• Levy, J., Mussack, D., Brunner, M., Keller, U., Cardoso-Leite, P. y Fischbach, A. (2020). Contrasting classical and machine learning approaches in the estimation of value-added scores in large-scale educational data. Frontiers in Psychology, 11, 2190. https://doi.org/10.3389/fpsyg.2020.02190
• Li, J., Ye, H., Tang, Y., Zhou, Z. y Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades’ research of the association between self-regulation and academic performance. Frontiers in Psychology, 9, 434. https://doi.org/10.3389/fpsyg.2018.02434
• Medina-García, M., Higueras-Rodríguez, L. y García-Vita, M. M. (2021). Educación superior inclusiva y autonomía pedagógica: Análisis en dos contextos iberoamericanos. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(2), 55-72. https://doi.org/10.15366/reice2021.19.2.004
• Merino, E., Hontangas, P. y Petrides, K. V. (2018). Career adaptability mediates the effect of trait emotional intelligence on academic engagement. Revista de Psicodidáctica, 23(2), 77-85. https://doi.org/10.1016/j.psicoe.2017.10.002
• Miller, D. M., Scott, C. E. y McTigue, E. M. (2018). Writing in the secondary-level disciplines: A systematic review of context, cognition and content. Educational Psychology Review, 30(1), 83-120. https://doi.org/10.1007/s10648-016-9393-z
• Mohamadi, Z. (2018). The effect of online summative and formative teacher assessment on teacher competences. Asia Pacific Education Review, 20 (3), 343-359. https://doi.org/10.1007/s12564-018-9566-1
• Montanares, E. G. y Junod, P. A. (2018). Creencias y prácticas de enseñanza de profesores universitarios en Chile. Revista Electrónica de Investigación Educativa, 20(1), 93-103. https://doi.org/10.24320/redie.2018.20.1.1383
• Montero-Alcaide, A. (2021). Currículo y autonomía pedagógica. Enseñanzas mínimas, comunes y currículo básico. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(2), 23-36. https://doi.org/10.15366/reice2021.19.2.002
• Morales, F. M. (2018). Estrategias de afrontamiento en una muestra de estudiantes universitarios. International Journal of Developmental and Educational Psychology, 30, 2(1), 289-294. https://doi.org/10.17060/ijodaep.2018.n1.v2.1228
• Murillo, F. J. y Martínez-Garrido, C. (2019). Una mirada a la investigación educativa en América Latina a partir de sus artículos. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(2), 5-25. https://doi.org/10.15366/reice2019.17.2.001
• Nootens, P., Morin, M. F., Alamargot, D., Gonçalves, C., Venet, M. y Labrecque, A. (2019). Differences in attitudes toward reading: A survey of pupils in Grade 5 to 8. Frontiers in Psychology, 9, 1-13. https://doi.org/10.3389/fpsyg.2018.02773
• OECD. (2016). La educación en Colombia. OECD.
• Peng, P., Wang, T., Wang, C. y Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189-236. https://doi.org/10.1037/bul0000182
• Qi, X. (2021). Effects of self-regulated learning on student’s reading literacy: Evidence from Shanghai. Frontiers in Psychology, 11, 555849. https://doi.org/10.3389/fpsyg.2020.555849
• Quendler, E. y Lamb, M. (2016). Learning as a lifelong process, meeting the challenges of the changing employability landscape: Competences, skills and knowledge for sustainable development. International Journal of Continuing Engineering Education and Lifelong Learning, 26(3), 1-15. https://doi.org/10.1504/IJCE ELL.2016.078447
• Robledo, P. y García, J. N. (2018). Description and analysis of strategy-focused instructional models for writing. En R. Fidalgo y T. Olive y R. Fidalgo, K. R. Harris, y M. Braaksma, (Eds.), Design principles for teaching effective writing (pp. 38-65). Brill.
• Rodríguez, S., Núñez, J. C., Valle, A., Freire, C., Ferradás, M. M. y Rodríguez-Llorente, C. (2019). Relationship between students’ prior academic achievement and homework behavioral engagement: The mediating/moderating role of learning motivation. Frontiers in Psychology, 10, 1047. https://doi.org/10.3389/fpsyg.2019.01047
• Ruiz-Morales, Y., García-García, M., Biencinto-López, C. y Carpintero, E. (2017). Evaluación de competencias genéricas en el ámbito universitario a través de entornos virtuales: Una revisión narrativa. RELIEVE, 23(2), 1-15. https://doi.org/10.7203/relieve.23.1.7183
• Sánchez, E. R., Conde, M. E., Marín, F. V., Inciarte, A. J., García, J. N. y García-Martín, J. (2019). Antecedentes exitosos propios, valor añadido para la educación superior en Colombia, International Journal of Developmental and Educational Psychology, 31(2), 109-120. https://doi.org/ 10.17060/ijodaep.2019.n1.v3.1455
• Scott, C. E., McTigue, E. M., Miller, D. M. y Washburn, E. K. (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Teaching and Teacher Education 73, 1-13. https://doi.org/10.1016/j.tate.2018.03.010
• Song, J., Kim, S. y Bong, M. (2020). Controllability attribution as a mediator in the effect of mindset on achievement goal adoption following failure. Frontiers in Psychology, 10, 2943. https://doi.org/10.3389/fpsyg.2019.02943
• Suárez, J. M., Fernández, A. P. y Zamora, A. (2019). The use of classmates as a self-motivation strategy from the perspective of self-regulated learning. Frontiers in Psychology, 10,1314. https://doi.org/10.3389/fpsyg.2019.01314
• USOE. (2021). OSEP ideas that work. https://osepideasthatwork.org/
• Utama, C., Sajidan, Nurkamto, J. y Wiranto. (2020). The instrument development to measure higher-order thinking skills for pre-service biology teacher. International Journal of Instruction, 13(4), 833-848. https://doi.org/10.29333/iji.2020.13451a
• Uttl, B., White, C. A. y Wong, D. (2017). Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22-42. https://doi.org/10.1016/j.stueduc.2016.08.007
• Wang, Z. (2020). When large-scale assessments meet data science: The big-fish-little-pond effect in fourth- and eighth-grade mathematics across nations. Frontiers in Psychology, 11, 579545. https://doi.org/10.3389/fpsyg.2020.579545
• Xu, B., Chen, N.-S. y Chen, G. (2020). Effects of teacher role on student engagement in WeChat-Based online discussion learning. Computers & Education, 157, 103956. https://doi.org/10.1016/j.compedu.2020.103956
• Yunusa, A. A. y Umar, I. N. (2021). A scoping review of critical predictive factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments. Education and Information Technologies, 26(1), 1223-1270. https://doi.org/10.1007/s10639-020-10286-1
• Zhou, J. (2017). Foreign language reading anxiety in a Chinese as a foreign language context. Reading in a Foreign Language, 9(1), 155-173.