In memoria de Fernando Justicia Justicia
- Martínez Vicente, Jose Manuel 1
- de la Fuente Arias, Jesús 2
- Pichardo Martínez, Maria Carmen 3
-
1
Universidad de Almería
info
-
2
Universidad de Navarra
info
-
3
Universidad de Granada
info
ISSN: 1696-2095
Año de publicación: 2024
Volumen: 22
Número: 62
Páginas: 1-10
Tipo: Artículo
Otras publicaciones en: Electronic journal of research in educational psychology
Resumen
March 4th of this year marked the end of life for Dr Fernando Justicia-Justicia, distinguished professor of Developmental and Educational Psychology at the University of Granada, Spain. Fernando was a leading researcher and teacher in this area, to which he dedicated his entire professional career. From the Electronic Journal of Research in Educational Psychology, we offer the current issue in tribute to Fernando Justicia-Justicia, one of our associate editors since the journal was launched in 2003.
Referencias bibliográficas
- de la Fuente, J (2017). Theory of Self- vs. Externally-Regulated LearningTM: Fundamentals, Evidence, and Applicability. Front. Psychol. 8:1675. doi: 10.3389/fpsyg.2017.01675
- de la Fuente, J. y Justicia, F. (2007). El Modelo DIDEPRO® de Regulación de la Enseñanza y del Aprendizaje: avances recientes. Electronic Journal of Research in Educational Psychology, 5(13), 535-564.
- de la Fuente, J. y Justicia, F. (2018). Tópicos recientes de investigación en Psicología de la Educación. Madrid: EOS.
- de la Fuente, J., Justicia, F., Sander, P., & Cardelle-Elawar, M. (2014). Autorregulación personal y enseñanza reguladora para predecir el rendimiento y la confianza académica: nueva evidencia para el modelo DIDEPRO. Electronic Journal of Research in Educational Psychology, 12(3), 597-620.
- de la Fuente, J. and Martínez-Vicente, J.M. (2024). Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality. Front. Psychol. 14:1299224. doi: 10.3389/fpsyg.2023.1299224
- de la Fuente J, Martínez-Vicente JM, Santos FH, Sander P, Fadda S, Karagiannopoulou E, Boruchovitch E and Kauffman DF (2022). Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts. Front. Psychol. 13:861493. doi: 10.3389/fpsyg.2022.861493
- de la Fuente, J., Zapata-Sevillano, L., Martínez-Vicente, J.M., Cardelle Elawar, M:, Pichardo, MC, Justicia, F., Sander, P., García-Berbén, A. B.(2012). Enseñanza reguladora, y aprendizaje autorregulado en universitarios estudio de validez confirmatorio de las escalas EIPEA. Electronic Journal of Research in Educational Psychology, 27, 839.866.
- Justicia, F. (2024). https://scholar.google.es/citations?user=MjJ1_g0AAAAJ&hl=es. Retriewed (10.03.24)
- Justicia, F., Pichardo, M.C., Cano, F., Berbén, A.B.G.; de la Fuente, J. (2008). The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level. European Journal of Psychology of Education, 23 (3), 355-372
- Pichardo, C., Justicia, F., de la Fuente, J., Martínez-Vicente, J. M., & Berbén, A. B. (2014). Factor structure of the self-regulation questionnaire (SRQ) at Spanish Universities. The Spanish Journal of Psychology, 17, E62, 1-8. doi:10.1017/sjp