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Culture and Education
Cultura y Educación
Volume 31, 2019 - Issue 1
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PROJECT DESCRIPTION / DESCRIPCIÓN DE PROYECTO

Engagement Project: elements for a reformulation of the Tutorial Action Plan of the Teacher Training degrees at the University of Barcelona / Proyecto Engagement: elementos para una reformulación del Plan de Acción Tutorial de los grados de maestro en la Universidad de Barcelona

Pages 188-197 | Received 28 Oct 2016, Accepted 20 Nov 2018, Published online: 16 Jan 2019

References / Referencias

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  • Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Michigan: National Center for Research to Improve Post secondary Teaching and Learning.
  • Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
  • Salanova, M., Schaufeli, W., Llorens, S., Peiró, J., & Grau, R. (2000). Desde el “burnout” al “Engagement”: Una nueva perspectiva. Revista de Psicología del Trabajo y de las Organizaciones, 16, 117–134. Retrieved from http://www.want.uji.es/download/desde-el-burnout-al-engagement-una-nueva-perspectiva/
  • Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi‐sample study. Journal of Organizational Behavior, 25, 293–315.
  • Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219–235). New York, NY: Springer. Retrieved from https://www.researchgate.net/profile/Dale_Schunk/publication/278715807_Self-Efficacy_as_an_Engaged_Learner/links/5587585808aef58c03a03523/Self-Efficacy-as-an-Engaged-Learner.pdf
  • Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from check and connect longitudinal studies. The California School Psychologist, 8, 29–41.

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