Francisco Cano-García
Biographic Data
| ID | 10464376 |
|---|---|
| NAME | Francisco Cano-García |
| GIVEN NAMES | Francisco |
| FAMILY NAME | Cano-García |
| SIGNATURE | CANO-GARCÍA F |
| AFFILIATIONS | Universidad de Granada |
| ORCID | 0000-0003-1578-8366 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Transfer of the EFE-5 Executive Function Intervention Program to the Reduction of Behavioral Problems
After discussing the results, it is concluded that intervention in executive functions induces, by way of distant transfer, a decrease in behavioral problems in preschool; the role of contextualized activities in real situations is emphasized; and several implications for practice and research are discussed
Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes
A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, …
Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective
Nature vs nurture: Learning conceptions and environment as precursors to learning strategy patterns and their outcomes
Much of formal higher education research on learning experiences has focused on processing strategies and outcomes, however, less attention has been paid to their precursors. This study employed Biggs’ 3P model to examine the contributions of learning conceptions (as part of learning patterns (LPs) research; construction of knowledge, intake of knowledge) and perceptions of learning environment (appropriate workload, good teaching) as Presage fac…
An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: An exploratory structural equation modelling
Most research on the course experience questionnaire (CEQ) has been conducted through conventional exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the independent cluster model framework (ICM-CFA). However, very few studies have focused on examining its multidimensionality using more flexible psychometric frameworks such as exploratory structural equation modelling (ESEM). This study aims to conduct an integrated t…
Education and Media Exposure Across Systemic Levels of Conflict
Even if educational levels are assumed to determine the frequency of consumption of TV, radio, and newspapers, the analysis of when and why this relationship takes place is underdeveloped. Departing from the information-processing capacity and the knowledge gap hypotheses, this study suggests that the impact of education on media exposure depends on the level of political conflict across political systems. The more conflictive the political syste…
University students' achievement goals and approaches to learning in mathematics
Background Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently.Aims This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clus…
The learning approaches and epistemological beliefs of university students: A Cross-Sectional and Longitudinal Study
Two studies, a cross‐sectional (173 first‐year and 215 final‐year participants) and a longitudinal (81 participants), examined whether two aspects of the learning experience of student teachers (epistemological beliefs and learning approaches), and the interrelations between them changed as a result of their tertiary education. Between the first and final years of studies, these two aspects seemed to move in the general direction of sophisticatio…
An In-Depth Analysis of the Learning and Study Strategies Inventory (Lassi)
This study explores the latent structure of scores on the Learning and Study Strategies Inventory (LASSI) and analyzes the relationship between this structure and students' academic performance. Two independent samples of college freshmen ( n = 527) and seniors ( n = 429) completed the LASSI. Data analysis of the first sample revealed acceptable psychometric properties and suggested a three-factor model, which was supported by a confirmatory anal…
The epistemological beliefs, learning approaches and study orchestrations of university students
This study examined the learning experience (learning approaches, study orchestrations and epistemological beliefs) of 388 university students. Data analysis revealed two main results. First, the different aspects of students’ learning experience were related: learning approaches and epistemological beliefs (two pairs of canonical variates accounted for the significant relationships), and epistemological beliefs and study orchestrations (sophisti…
Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance
Background. In recent decades, two lines of research, phenomenographic and meta-cognitive, have examined students' approaches and epistemological beliefs about learning. To date there has been very little research describing the change in epistemological beliefs in European secondary students, or analysing interrelationships between epistemological beliefs and approaches in order to explain their influence on academic performance.Aims. The first …
Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance
Background. In recent decades, two lines of research, phenomenographic and meta-cognitive, have examined students' approaches and epistemological beliefs about learning. To date there has been very little research describing the change in epistemological beliefs in European secondary students, or analysing interrelationships between epistemological beliefs and approaches in order to explain their influence on academic performance.Aims. The first …
The epistemological beliefs, learning approaches and study orchestrations of university students
This study examined the learning experience (learning approaches, study orchestrations and epistemological beliefs) of 388 university students. Data analysis revealed two main results. First, the different aspects of students’ learning experience were related: learning approaches and epistemological beliefs (two pairs of canonical variates accounted for the significant relationships), and epistemological beliefs and study orchestrations (sophisti…
The learning approaches and epistemological beliefs of university students: A Cross-Sectional and Longitudinal Study
Two studies, a cross‐sectional (173 first‐year and 215 final‐year participants) and a longitudinal (81 participants), examined whether two aspects of the learning experience of student teachers (epistemological beliefs and learning approaches), and the interrelations between them changed as a result of their tertiary education. Between the first and final years of studies, these two aspects seemed to move in the general direction of sophisticatio…
University students' achievement goals and approaches to learning in mathematics
Background Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently.Aims This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clus…
Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance
Background. In recent decades, two lines of research, phenomenographic and meta-cognitive, have examined students' approaches and epistemological beliefs about learning. To date there has been very little research describing the change in epistemological beliefs in European secondary students, or analysing interrelationships between epistemological beliefs and approaches in order to explain their influence on academic performance.Aims. The first …
An In-Depth Analysis of the Learning and Study Strategies Inventory (Lassi)
This study explores the latent structure of scores on the Learning and Study Strategies Inventory (LASSI) and analyzes the relationship between this structure and students' academic performance. Two independent samples of college freshmen ( n = 527) and seniors ( n = 429) completed the LASSI. Data analysis of the first sample revealed acceptable psychometric properties and suggested a three-factor model, which was supported by a confirmatory anal…
The epistemological beliefs, learning approaches and study orchestrations of university students
This study examined the learning experience (learning approaches, study orchestrations and epistemological beliefs) of 388 university students. Data analysis revealed two main results. First, the different aspects of students’ learning experience were related: learning approaches and epistemological beliefs (two pairs of canonical variates accounted for the significant relationships), and epistemological beliefs and study orchestrations (sophisti…
The learning approaches and epistemological beliefs of university students: A Cross-Sectional and Longitudinal Study
Two studies, a cross‐sectional (173 first‐year and 215 final‐year participants) and a longitudinal (81 participants), examined whether two aspects of the learning experience of student teachers (epistemological beliefs and learning approaches), and the interrelations between them changed as a result of their tertiary education. Between the first and final years of studies, these two aspects seemed to move in the general direction of sophisticatio…
University students' achievement goals and approaches to learning in mathematics
Background Achievement goals (AG) and students' approaches to learning (SAL) are two research perspectives on student motivation and learning in higher education that have until now been pursued quite independently.Aims This study sets out: (a) to explore the relationship between the most representative variables of SAL and AG; (b) to identify subgroups (clusters) of students with multiple AG; and (c) to examine the differences between these clus…
Education and Media Exposure Across Systemic Levels of Conflict
Even if educational levels are assumed to determine the frequency of consumption of TV, radio, and newspapers, the analysis of when and why this relationship takes place is underdeveloped. Departing from the information-processing capacity and the knowledge gap hypotheses, this study suggests that the impact of education on media exposure depends on the level of political conflict across political systems. The more conflictive the political syste…
An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: An exploratory structural equation modelling
Most research on the course experience questionnaire (CEQ) has been conducted through conventional exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the independent cluster model framework (ICM-CFA). However, very few studies have focused on examining its multidimensionality using more flexible psychometric frameworks such as exploratory structural equation modelling (ESEM). This study aims to conduct an integrated t…
Nature vs nurture: Learning conceptions and environment as precursors to learning strategy patterns and their outcomes
Much of formal higher education research on learning experiences has focused on processing strategies and outcomes, however, less attention has been paid to their precursors. This study employed Biggs’ 3P model to examine the contributions of learning conceptions (as part of learning patterns (LPs) research; construction of knowledge, intake of knowledge) and perceptions of learning environment (appropriate workload, good teaching) as Presage fac…
Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes
A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, …
Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective
Transfer of the EFE-5 Executive Function Intervention Program to the Reduction of Behavioral Problems
After discussing the results, it is concluded that intervention in executive functions induces, by way of distant transfer, a decrease in behavioral problems in preschool; the role of contextualized activities in real situations is emphasized; and several implications for practice and research are discussed
Psychology (10 works) · Evaluation of Teaching Practices (6 works) · Mathematics education (6 works) · Developmental psychology (5 works) · Computer Science (4 works) · Social Psychology (4 works) · Cognition (3 works) · Educational Strategies and Epistemologies (3 works) · Epistemology (3 works) · Higher education (3 works)