Jesús Alonso‐Tapia

Datos Biográficos

ID6604791
NOMBREJesús Alonso‐Tapia
NOMBRESJesús
APELLIDOAlonso‐Tapia
FIRMATAPIA J A
AFILIACIONESUniversidad Autónoma de Madrid
ORCID0000-0001-6544-0224
VERIFICADOSí
TOTAL DE OBRAS9
TOTAL DE CITAS1
TOTAL COMO AUTOR9
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2013
AÑO MÁS RECIENTE DE PUBLICACIÓN2023
ÍNDICE H1

  • Academic engagement

    Open AccessJesús Alonso‐Tapia, Enrique Merino-Tejedor et al.ARTICLEEuropean Journal of Psychology of…2023

    This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency, behavior, cognition, and emotion—are affected by the interaction with several learning situations, listening to a lecture, carrying out practical tasks alone, reading a text while studying, working in groups, or participating in practical classes. The second is to test its relationships with potential mod…

  • El aula universitaria. La influencia del clima motivacional y el estilo de enseñanza sobre la autorregulación y el desempeño de los estudiantes

    Open AccessDiana Abello-Camacho, Jesús Alonso‐Tapia et al.ARTICLERevista Complutense de Educación2022

    Comprender la influencia que tienen las acciones del maestro en el aula en los procesos educativos de los estudiantes permite proyectar acciones de formación y cualificación docente para mejorar la enseñanza. Este trabajo estudia la influencia del entorno instruccional en la universidad, definido por el Estilo de Enseñanza y el Clima Motivacional de Clase, sobre la percepción de los cambios motivacionales, la autorregulación de emociones y el ren…

  • Predictors of anxiety and depression among newly diagnosed people living with HIV

    Open AccessHelena Garrido-Hernansaiz, Jesús Alonso‐TapiaARTICLEScandinavian Journal of Psychology2020

    This longitudinal study examined whether past resilience and internalized stigma predicted anxiety and depression among newly diagnosed Spanish‐speaking people living with HIV (PLWH). We also analyzed whether coping strategies mediated this relationship. Data were collected at two time points from 119 PLWH. Approximately a third of participants had scores indicative of anxiety symptoms, the same result was found for depressive symptoms. Structura…

  • Posttraumatic growth inventory

    Helena Garrido-Hernansaiz, Rocío Rodríguez‐Rey et al.ARTICLEAIDS Care2017

    This cross-sectional study analyzed the factorial structure of the Posttraumatic Growth Inventory (PTGI) in a sample of 304 Spanish-speaking HIV-positive adults. Participants completed the PTGI and a socio-demographic questionnaire. Exploratory factor analysis (EFA) was carried out through structural equations modeling, with a Varimax rotation. Factors with eigenvalues greater than 1 were extracted, and items with loadings higher than .5 on a fac…

  • Predictors of Resilience and Posttraumatic Growth Among People Living with HIV

    Open AccessHelena Garrido-Hernansaiz, Patrick Murphy et al.ARTICLEAIDS and Behavior2017

  • Posttraumatic growth in pediatric intensive care personnel

    Rocío Rodríguez‐Rey, Alba Palacios et al.ARTICLEPsychological Trauma Theory…2016

    Work-related trauma can act as a catalyst for positive posttrauma changes. Modifying coping strategies may be a way to foster PTG in health care providers. (PsycINFO Database Record

  • Internalized HIV Stigma and Disclosure Concerns

    Open AccessHelena Garrido-Hernansaiz, Jesús Alonso‐Tapia et al.ARTICLEAIDS and Behavior2016

  • Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers

    Open AccessErnesto Panadero, Jesús Alonso‐Tapia et al.ARTICLEStudies In Educational Evaluation2013

  • Prevención de la disrupción en el aula

    Cecilia Simon Rueda, Pilar Gómez i Cardó et al.ARTICLECulture and Education2013Citada por: 1Referencias: 1

    Este estudio analiza el papel de los métodos empleados por el profesorado para manejar la disrupción y el clima motivacional de clase en la disminución percibida de las conductas disruptiva, la motivación hacia el aprendizaje y la satisfacción con el profesor, para lo que se desarrollan tres cuestionarios. Un total de 827 alumnos de Educación Secundaria Obligatoria de Madrid, 50%o varones y 50% mujeres de 12 a 18 años de edad (M: 14,33, DT: 1,4),…