María Carmen
González Torres
Profesora Titular
Publicaciones (62) Publicaciones de María Carmen González Torres
2022
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Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study
Frontiers in Psychology, Vol. 13
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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
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The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students
Frontiers in Psychology, Vol. 13
2021
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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
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Fostering communicative competence and motivation through comunicARTE program
Sustainability (Switzerland), Vol. 13, Núm. 5, pp. 1-18
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How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students
Frontiers in Psychology, Vol. 12
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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
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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
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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
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Satisfaction with the self-assessment of university students through e-Coping with academic stress utilityTM
Frontiers in Psychology, Vol. 9, Núm. NOV
2017
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Linear relationship between resilience, learning approaches, and coping strategies to predict achievement in undergraduate students
Frontiers in Psychology, Vol. 8, Núm. JUN
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Relationship between resilience and self-regulation: A study of Spanish youth at risk of social exclusion
Frontiers in Psychology, Vol. 8, Núm. APR
2016
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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
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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
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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
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La educación del carácter. Perspectivas internacionales
Participación educativa, Vol. 4, Núm. 6, pp. 35-46
2014
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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
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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
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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
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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