Z Martínez‐lópez
Dados Biográficos
| ID | 2748769 |
|---|---|
| NOME | Z Martínez‐lópez |
| PRENOMES | Z |
| SOBRENOME | Martínez‐lópez |
| ASSINATURA | LÓPEZ Z M |
| AFILIAÇÕES | Universidade de Santiago de Compostela |
| ORCID | 0000-0001-9499-7179 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 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…
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…
A Follow-Up Study of Cognitive Development in Low Risk Preterm Children
The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive dev…
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…
A Follow-Up Study of Cognitive Development in Low Risk Preterm Children
The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive dev…
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…
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…
Academic achievement (3 obras) · Developmental psychology (3 obras) · Motivation and Self-Concept in Sports (3 obras) · Psychology (3 obras) · Cognition (2 obras) · Perfectionism, Procrastination, Anxiety Studies (2 obras) · Self-efficacy (2 obras) · Social Psychology (2 obras) · Structural equation modeling (2 obras) · Analysis of variance (1 obras)