Aburrimiento y disfrute en clase de Lengua española en secundaria: predictores motivacionales y efectos sobre el rendimiento

Bibliographische Referenzen

• Acee, T., Kim, H., Kim, H., Kim, J., Chu, H., Kim, M., Cho, Y., Wicker, F. y The Boredom Research Group (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology, 35, 17-27.
• Ainley, M. y Ainley, J. (2011). Student engagement with science in early ado-lescence: The contribution of enjoyment to students' continuing inter-est in learning about science. Contemporary Educational Psychology, 36, 4-12.
• Arbuckle, J. (2006). AMOS 7.0. User's Guide. Chicago, IL: Smallwaters Cor-poration.
• Assor, A., Vansteenkiste, M. y Kaplan, A. (2009). Identified versus intro-jected approach and introjected avoidance motivation in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.
• Bentler, P. y Chou, P. (1987). Practical issues in structural modelling. Socio-logical Methods & Research, 16, 78-117.
• Brislin, R. (1986). The wording and translation of research instruments. En W. Lonner y J. Berry (Eds.), Field methods in cross-cultural research (pp. 137-164). Beverly Hills, CA: Sage.
• Boiché, J., Sarrazin, P., Grouzet, F., Pelletier, L. y Chanal, J. (2008). Stu-dents' motivational profiles and outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100, 688-701.
• Byrne, B. (2001). Structural equation modeling with AMOS. Basic concepts, applica-tions, and programming. Mahwah, NJ: LEA.
• Daniels, L., Stupnisky, R., Pekrun, R., Haynes, T., Perry, R. y Newall, N. (2009). A longitudinal analysis of achievement goals: From affective an-tecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963.
• Daschmann, E., Goetz, T. y Stupnisky, R. (2011). Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81, 421-440.
• Deci, E. y Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
• Dettmers, S., Trautwein, U., Lüdke, O., Goetz, T., Frenzel, A. y Pekrun, R. (2011). Students' emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contempo-rary Educational Psychology, 36, 25-35.
• Fernández, M., Mena, L. y Riviere, J. (2010). Fracaso y abandono escolar en Es-paña. Barcelona: Fundación la Caixa.
• Frenzel, A., Goetz, T., Lüdtke, O., Pekrun, R. y Sutton, R. (2009). Emo-tional transmission in the classroom: Exploring the relationship be-tween teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.
• Frenzel, A., Pekrun, R. y Goetz, T. (2007). Perceived learning environment and students' emotional experiences: A multilevel analysis of mathemat-ics classroom. Learning and Instruction, 17, 478-493.
• Goetz, T., Frenzel, A., Hall, N. y Pekrun, R. (2008). Antecedents of aca-demic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.
• Goetz, T., Frenzel, A., Pekrun, R., Hall, N. y Lüdtke, O. (2007). Between- and within-domain relations of students' academic emotions. Journal of Educational Psychology, 99, 715-733.
• Goetz, T., Hall, N., Frenzel, A. y Pekrun, R. (2006). A hierarchical concep-tualization of enjoyment in students. Learning and Instruction, 16, 323-338.
• González-Cutre, D., Sicilia, A. y Fernández, A. (2010). Hacia una mayor comprensión de la motivación en el ejercicio físico: medición de la regu-lación integrada en el contexto español. Psicothema, 22, 841-847.
• Goudas, M., Biddle, S. y Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463.
• Grolnick, W., Friendly, R. y Bellas, V. (2009). Parenting and children's moti-vation at school. In K. Wentzel y A. Wigfield (Eds.), Handbook of motiva-tion at school (pp.279-300). New York: Routledge.
• Holmbeck, G. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65, 599-610.
• Jang, H., Reeve, J. y Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
• Little, T., Cinningham, W., Shahar, G. y Widaman, K. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173.
• Liu, W., Wang, C., Tan, O., Koh, C. y Ee, J. (2009). A self-determination approach to understanding students' motivation in Project work. Learn-ing and Individual Differences, 19, 139-145.
• Meyer, D. y Turner, J. (2007). Scaffolding emotions in classroom. En P. Schutz y R. Pekrun (Eds.), Emotion in education (pp. 243-258). San Diego: Academic Press.
• Ministerio de Educación (2010). PISA 2009. Programa para la Evaluación Inter-nacional de los Alumnos OCDE. Informe Español. Madrid: Ministerio de Educación.
• Moreno, J., Cervelló, E. y González, D. (2010). The achievement goal and self-determination theories as predictors of dispositional flow in young athletes. Anales de Psicología, 26, 390-399.
• Moreno Murcia, J., González-Cutre, D. y Chillón, M. (2009). Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: The Perceived Locus of Causality (PLOC) Scale. The Spanish Journal of Psychology, 12, 327-337.
• Nett, U., Goetz, T. y Daniels, L. (2010). What to do when feeling bored? Students' strategies for coping with boredom. Learning and Individual Dif-ferences, 20, 626-638.
• Nett, U., Goetz, T. y Hall, N. (2011). Coping with boredom: An experience sampling perspective. Contemporary Educational Psychology, 36, 49-59
• Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3, 177-194.
• Núñez, J. L., León, J., González, V. y Martín-Albo, J. (2011). Propuesta de un modelo explicativo del bienestar psicológico en el contexto deporti-vo. Revista de Psicología del Deporte, 20, 223-242.
• Pekrun, R. (2006). The control-value theory of achievement emotions: As-sumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
• Pekrun, R. (2009). Emotions at school. En K. Wentzel y A. Wigfield (Eds.), Handbook of motivation at school (pp. 575-604). London: Routledge.
• Pekrun, R., Frenzel, A., Goetz, T. y Perry, R. (2007). The control-value the-ory of achievement emotions: An integrative approach to emotions in education. En P. Schutz y R. Pekrun (Eds.), Emotion in education (pp. 13-36). San Diego: Academic Press.
• Pekrun, R., Goetz, T., Daniels, L., Stupnisky, R. y Perry, R. (2010). Boredom in achievement settings: Exploring control-value antecedents and per-formance outcomes of a neglected emotion. Journal of Educational Psy-chology, 102, 531-549.
• Pekrun, R., Goetz, T., Frenzel, A., Barchfeld, P. y Perry, R. (2011). Measur-ing emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.
• Pekrun, R., Goetz, T. y Perry, R. (2005). Achievement Emotions Questionnaire (AEQ)- user's Manual. University of Munich: Department of Psychology.
• Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educa-tional Psychologist, 44, 159-175.
• Rinaudo, C., Chiecher, A. y Donolo, D. (2003). Motivación y uso de estrate-gias en estudiantes universitarios. Su evaluación mediante el Motivated Strategies Learning Questionnaire. Anales de Psicología, 19, 107-119.
• Roth, G., Assor, A., Niemiec, C., Ryan, R. y Deci, E. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119-1142.
• Ryan, R. y Connell, J. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
• Ryan, R. y Deci, E. (2002). An overview of self-determination theory: An organismic dialectic perspective. En E. Deci y R. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester: University of Rochester Press.
• Ryan, R. y Deci, E. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. En K. Wentzel y A. Wigfield (Eds.), Handbook of motivation at school (pp. 171-195). New York: Routledge.
• Sas-Nowosielski, K. (2008). Participation of youth in physical education from the perspective of self-determination theory. Human Movement, 9, 134-141.
• Tomarken, A. y Waller, N. (2005). Structural equation modeling: Strengths, limitations, and misconceptions. Annual Review of Clinical Psychology, 1, 31-65.
• Vallerand, R. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M. Zanna (Ed.), Advances in experimental social psychology (vol. 29, pp. 271-360). New York: Academic Press.
• Wang, C., Hagger, M. y Liu, W. (2009). A cross-cultural validation of Per-ceived Locus of Causality Scale in physical education context. Research Quarterly for Exercise and Sport, 80, 313-325.
• Wang, C. y Liu, W. (2007). Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination. European Physical Education Review, 13, 145-164.
• Wu, A. y Zumbo, B. (2008). Understanding and using mediators and mod-erators. Social Indicators Research, 87, 367-392.