Publicaciones (57) Publicaciones de María Carmen González Torres

2022

  1. Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study

    Frontiers in Psychology, Vol. 13

  2. Regulation, De-Regulation, and Dys-Regulation Behavior: Internal and External Typologies of Regulation in an Educational and Health Context

    The Psychology of Self-Regulation (Nova Science Publisher Inc.), pp. 233-255

  3. The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students

    Frontiers in Psychology, Vol. 13

2021

  1. Educación de calidad y reconstrucción resiliente en el alumnado. Estudio piloto durante el confinamiento por la Covid-19

    Dedica. Revista de Educação e Humanidades, Núm. 18, pp. 129-151

  2. Fostering communicative competence and motivation through comunicARTE program

    Sustainability (Switzerland), Vol. 13, Núm. 5, pp. 1-18

  3. How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

    Frontiers in Psychology, Vol. 12

  4. Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

    Frontiers in Psychiatry, Vol. 12

2020

  1. Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

    Frontiers in Psychology, Vol. 11

2019

  1. Implications of unconnected micro, molecular, and molar level research in psychology: The case of executive functions, self-regulation, and external regulation

    Frontiers in Psychology, Vol. 10, Núm. AUG

2018

  1. Satisfaction with the self-assessment of university students through e-Coping with academic stress utilityTM

    Frontiers in Psychology, Vol. 9, Núm. NOV

2017

  1. Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students

    Frontiers in Psychology, Vol. 8, Núm. JUN

  2. Relationship between resilience and self-regulation: A study of Spanish youth at risk of social exclusion

    Frontiers in Psychology, Vol. 8, Núm. APR

2016

  1. Estudio inicial de las propiedades psicométricas de las escalas motivacionales del PALS (Patterns of Adaptive Learning Scales) centradas en el alumno

    Estudios pedagógicos, Vol. 42, Núm. 3

  2. La alianza entre competencias del S. XXI y las llamadas variables nocognitivas vista desde una visión disposicional de la inteligencia

    Democracia y Educación en el siglo XXI. La obra de John Dewey 100 años después: libro de actas del XVI Congreso Nacional y VII Congreso Iberoamericano de Pedagogía. [Celebrado del] 28 al 30 de junio de 2016; Facultad de Educación, Universidad Complutense de Madrid

2015

  1. Assessing self-regulated learning and its relation to cognitive performance in early childhood education

    Early Childhood Education: Teachers' Perspectives, Effective Programs and Impacts on Cognitive Development (Nova Science Publishers, Inc.), pp. 13-33

  2. La educación del carácter. Perspectivas internacionales

    Participación educativa, Vol. 4, Núm. 6, pp. 35-46

2014

  1. Bullying, personal self-regulation, resilience, coping strategies and engagement-burnout: Implications for an intervention with university students

    Handbook on Bullying: Prevalence, Psychological Impacts and Intervention Strategies (Nova Science Publishers, Inc.), pp. 91-107

  2. Percepciones de los profesores universitarios: ¿su enseñanza adopta un enfoque centrado en el alumno y su aprendizaje?

    Contextos educativos: Revista de educación, Núm. 17, pp. 45-62

  3. Perfiles de resiliencia y estrategias de afrontamiento en la universidad: variables contextuales y demográficas

    Electronic journal of research in educational psychology, Vol. 12, Núm. 34, pp. 621-648

  4. Relaciones entre los enfoques de aprendizaje y las estrategias de afrontamiento (proceso) con el engagement-bournout de los estudiantes universitarios (producto)

    International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, Vol. 5, Núm. 1, pp. 23-28