Margaret Ellen Mayo
Biographic Data
| ID | 1705231 |
|---|---|
| NAME | Margaret Ellen Mayo |
| GIVEN NAMES | Margaret Ellen |
| FAMILY NAME | Mayo |
| SIGNATURE | MAYO M E |
| AFFILIATIONS | Universidade de Santiago de Compostela |
| ORCID | 0000-0003-0012-4858 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Mediating Role of Motivational Self-Regulation in the Relationship Between Perceived Support from Family and Teachers and Academic Achievement
Perceived social support is considered essential for enhancing the inner academic motivational resources of students, in particular motivational self-regulation. We aimed to examine the possible associative mediation of motivational regulation strategies in the relationship between perceived support from family and teachers and academic achievement. A convenience sample of secondary education students was recruited. The students were asked to com…
What is university success? Graduates with disabilities define it
This article explores the concept of university success from the perspective of 95 Spanish graduates (62.1% women and 37.9% men) with different types of disabilities, identifying situations in which the participants felt that they were successful at university. The data of this qualitative study were gathered through a semi-structured interview and analyzed with an emerging and progressive system of categories and codes. According to the obtained…
Perceived peer support, motivational self-regulation and academic achievement in adolescents
BackgroundAccording to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive academic contexts are expected to satisfy these basic needs.AimsWe aimed to explore the mediating effect of motivational self-regulation strategies in the relationships between the provisions of emotional support, guidance and reassuran…
Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement
Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students ( n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and…
The voice of students with disabilities
[Abstract] This article describes the factors and criteria that affect graduates with disabilities when deciding to pursue higher education and choosing a university. The study involved 95 graduate students from 27 Spanish universities, with whom semi-structured interviews were conducted. The results show intrinsic and extrinsic factors in choosing to study at university, as well as personal and university-related criteria. Personal motivations, …
Flashbulb Memories in the Communication of the Diagnosis of Visual Impairment
The diagnosis of a child's visual impairment is remembered vividly and intensely by their parents. However, the way in which the diagnosis is communicated may affect the development and persistence of this memory. The aim of this study is to analyze the circumstances in which the first news of the diagnosis of visual impairment in children is given and whether the memory of this event persists over time leading to a flashbulb memory. A longitudin…
Alumnado con diversidad funcional en la universidad
Introducción. La presente investigación se plantea con el objetivo de conocer cuáles son las necesidades y dificultades que presentan los estudiantes con diversidad funcional en la universidad. Método. Se utilizó un cuestionario para la recopilación de datos. Participaron 73 estudiantes con diversidad funcional, que cursan sus estudios en una universidad pública española. Resultados. Los resultados obtenidos indican que este colectivo presenta di…
Perceived peer support, motivational self-regulation and academic achievement in adolescents
BackgroundAccording to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive academic contexts are expected to satisfy these basic needs.AimsWe aimed to explore the mediating effect of motivational self-regulation strategies in the relationships between the provisions of emotional support, guidance and reassuran…
Alumnado con diversidad funcional en la universidad
Introducción. La presente investigación se plantea con el objetivo de conocer cuáles son las necesidades y dificultades que presentan los estudiantes con diversidad funcional en la universidad. Método. Se utilizó un cuestionario para la recopilación de datos. Participaron 73 estudiantes con diversidad funcional, que cursan sus estudios en una universidad pública española. Resultados. Los resultados obtenidos indican que este colectivo presenta di…
Flashbulb Memories in the Communication of the Diagnosis of Visual Impairment
The diagnosis of a child's visual impairment is remembered vividly and intensely by their parents. However, the way in which the diagnosis is communicated may affect the development and persistence of this memory. The aim of this study is to analyze the circumstances in which the first news of the diagnosis of visual impairment in children is given and whether the memory of this event persists over time leading to a flashbulb memory. A longitudin…
Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement
Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students ( n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and…
The voice of students with disabilities
[Abstract] This article describes the factors and criteria that affect graduates with disabilities when deciding to pursue higher education and choosing a university. The study involved 95 graduate students from 27 Spanish universities, with whom semi-structured interviews were conducted. The results show intrinsic and extrinsic factors in choosing to study at university, as well as personal and university-related criteria. Personal motivations, …
What is university success? Graduates with disabilities define it
This article explores the concept of university success from the perspective of 95 Spanish graduates (62.1% women and 37.9% men) with different types of disabilities, identifying situations in which the participants felt that they were successful at university. The data of this qualitative study were gathered through a semi-structured interview and analyzed with an emerging and progressive system of categories and codes. According to the obtained…
Perceived peer support, motivational self-regulation and academic achievement in adolescents
BackgroundAccording to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive academic contexts are expected to satisfy these basic needs.AimsWe aimed to explore the mediating effect of motivational self-regulation strategies in the relationships between the provisions of emotional support, guidance and reassuran…
The Mediating Role of Motivational Self-Regulation in the Relationship Between Perceived Support from Family and Teachers and Academic Achievement
Perceived social support is considered essential for enhancing the inner academic motivational resources of students, in particular motivational self-regulation. We aimed to examine the possible associative mediation of motivational regulation strategies in the relationship between perceived support from family and teachers and academic achievement. A convenience sample of secondary education students was recruited. The students were asked to com…
Psychology (5 works) · Academic achievement (3 works) · Developmental psychology (3 works) · Disability Education and Employment (3 works) · Motivation and Self-Concept in Sports (3 works) · Sociology (3 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works)