J. Gonzalez-pienda

发表

Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

J. C. Núñez, P. Rosário, A. Valle, 2012, European Journal of Psychology of Education.

Cognitive, Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model

J. C. Núñez, Antonio Valle, A. Valle, 2003 .

SELF-REGULATED LEARNING AS A RESOURCE AND A GOAL OF EDUCATION

J. C. Núñez, P. Rosário, P. Solano, 2006 .

Psychometric characteristics of the BRIEF scale for the assessment of executive functions in Spanish clinical population.

C. Rodríguez Pérez, J. Gonzalez-pienda, Trinidad García Fernández, 2014, Psicothema.

Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula

J. C. Núñez, P. Rosário, A. Valle, 2010 .

Attention Deficit/Hyperactivity Disorder (ADHD) Diagnosis: An Activation-Executive Model

P. González-Castro, C. Rodríguez, M. Cueli, 2016, Front. Psychol..

Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks

Mark Torrance, Julio Antonio González-Pienda, Celestino Rodríguez, 2016 .

Metacognition and executive functioning in Elementary School

P. González-Castro, C. Rodríguez, J. Gonzalez-pienda, 2016 .

On-line assessment of the process involved in maths problem - solving in fifth and sixth grade students: self - regulation and achievement

P. González-Castro, C. Rodríguez, L. Betts, 2016 .

Factors involved in making post-performance judgments in mathematics problem-solving.

E. Kroesbergen, P. González-Castro, C. Rodríguez Pérez, 2015, Psicothema.

Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks

P. González-Castro, C. Rodríguez, M. Torrance, 2015, Metacognition and Learning.

A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement

Luis Álvarez, J. C. Núñez, J. González-Pienda, 2002 .

Multiple Goals Perspective in Adolescent Students With Learning Difficulties*

C. Rodríguez, J. C. Núñez, P. Rosário, 2011 .

Multiple goals, motivation and academic learning.

J. C. Núñez, J. González-Pienda, Antonio Valle, 2003, The British journal of educational psychology.

Academic Goals and Learning Quality in Higher Education Students

Rebeca Cerezo, Pedro Rosário, J. C. Núñez, 2009, The Spanish journal of psychology.

An Empirical Test of a Hypothetical Model

J. C. Núñez, A. Valle, R. G. Cabanach, 2003 .

SCHOOL-FAMILY: IS A RECIPROCAL AND POSITIVE RELATIONSHIP POSIBLE?

J. C. Núñez, P. Rosário, R. Mourão, 2006 .

Altered Visual Sensory Fusion in Children with Reading Difficulties

P. González-Castro, C. Rodríguez, G. Vallejo, 2014, Perceptual and motor skills.

Affective and cognitive variables involved in structural prediction of university dropout.

J. González-Pienda, Alejandro Díaz Mújica, M. V. Pérez Villalobos, 2019, Psicothema.

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

José Carlos Núñez, Julio Antonio González-Pienda, J. C. Núñez, 2005 .

Stories that show how to study and how to learn : an experience in the Portuguese school system

P. Rosário, J. Gonzalez-pienda, José Carlos Núñez Pérez, 2004 .

Self-regulated profiles and academic achievement.

José Carlos Núñez, Rebeca Cerezo, Pedro Rosário, 2008, Psicothema.

A Longitudinal Assessment of the Effectiveness of a School-Based Mentoring Program in Middle School.

G. Vallejo, J. C. Núñez, P. Rosário, 2013 .

[Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning].

P. Rosário, Rebeca Cerezo, Ricardo Pinto, 2010, Psicothema.

Assessment of dispositional and contextual variables in educational settings: IEPA and AYES scales.

J. Fernández-Río, A. Méndez-Giménez, J. A. Cecchini Estrada, 2014, Psicothema.

Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

José Carlos Núñez, Pedro Rosário, J. C. Núñez, 2013 .

Academic Procrastination: Associations with Personal, School, and Family Variables

J. C. Núñez, P. Rosário, Marta Costa, 2009, The Spanish journal of psychology.

Assessment of a Self-regulated Learning Intervention

Ana B. Bernardo, J. C. Núñez, P. Rosário, 2014, The Spanish Journal of Psychology.

The application of a computerised strategy to teach and learn mathematics in primary education

P. González-Castro, J. C. Núñez, J. Gonzalez-pienda, 2008 .

[Test anxiety: associations with personal and family variables].

Ana B. Bernardo, J. C. Núñez, P. Rosário, 2008, Psicothema.

European Journal of Education and Psychology

P. González-Castro, J. C. Núñez, L. Belmonte, 2019 .

Homework and academic achievement across Spanish Compulsory Education

José Carlos Núñez, Rebeca Cerezo, Pedro Rosário, 2015 .

Learning strategies, self-concept and academic achievement

Luis Álvarez Pérez, M. C. G. Torres, Soledad González-Pumariega, 1998 .

SRL Enhancing Narratives: Testas' (Mis)adventures

P. Rosário, R. Mourão, J. Gonzalez-pienda, 2005 .