<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702024000100619</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.34</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Adaptation and Validation of a Scale of Self-Regulation of Learning in Mathematical Problem Solving]]></article-title>
<article-title xml:lang="es"><![CDATA[Adaptación y validación de una escala de autorregulación del aprendizaje en resolución de problemas matemáticos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Adaptação e validação de uma escala de autorregulação da aprendizagem na resolução de problemas matemáticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Landa]]></surname>
<given-names><![CDATA[Josune]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berciano]]></surname>
<given-names><![CDATA[Ainhoa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[José M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco/ Euskal Herriko Unibertsitatea  ]]></institution>
<addr-line><![CDATA[Bilbao ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco/ Euskal Herriko Unibertsitatea  ]]></institution>
<addr-line><![CDATA[Bilbao ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Valladolid  ]]></institution>
<addr-line><![CDATA[Valladolid ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>619</fpage>
<lpage>639</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100619&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100619&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100619&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This work aims to adapt and validate a scale that measures the level of self-regulation in mathematical problem-solving contexts of teachers in initial training in primary education.  (Methodology)  For sample selection, non-probabilistic convenience or incidental sampling was used. A total of 269 first year primary education undergraduate degree students at the University of the Basque Country (UPV/EHU) in the 2020-2021 academic year participated in the validation process of the adapted scale. The type of research conducted is descriptive. Data were analyzed using the SPSS statistical software.  (Results)  The Cronbach&#8217;s alpha coefficient value of 0.884 revealed a consistent internal reliability. Likewise, to test the factor structure of the scale, an exploratory factor analysis was conducted, obtaining a Kaiser-Meyer-Olkin (KMO) index of 0.836 &gt; 0.7 and a p= 0.000&lt;0.05 in the Bartlett test of sphericity. It also indicated a seven-factor structure: students&#8217; perceptions of their ability and how these perceptions influence self regulation of the resolution process; ethics, problem-solving and personal growth; attitude towards the statement; negative self-efficacy beliefs; external causal attribution; problem-solving methods; and the social environment.  (Conclusions)  The latent structure provided by the exploratory factor analysis agrees with the classification of items established a priori and allows for the orientation of the confirmatory factor analysis that provides continuity to the research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo del presente trabajo es adaptar y validar una escala que mida el nivel de autorregulación en contextos de resolución de problemas matemáticos del profesorado en formación inicial de Educación Primaria.  (Metodología)  Para la selección de la muestra se ha utilizado un muestreo no probabilístico de conveniencia o incidental y han participado en el proceso de validación de la escala adaptada 269 estudiantes de primer curso del grado de Educación Primaria de la Universidad del País Vasco en el año académico 2020/2021. El tipo de investigación es descriptivo y todos los datos se han analizado con el programa SPSS.  (Resultados)  En relación con la fiabilidad interna, el valor del coeficiente alfa de Cronbach es de 0.884. Asimismo, de cara a analizar la estructura factorial de la escala se ha realizado un análisis factorial exploratorio, obteniendo un índice KMO de 0.836 &gt; 0.7 y un p= 0.000&lt;0.05 en el test de esfericidad de Barlett que ha indicado una estructura de siete factores: percepción que tienen el alumnado sobre su capacidad y cómo influye en la autorregulación del proceso de resolución, ética, resolución de problemas y crecimiento personal, actitud hacia el enunciado, creencias negativas de autoeficacia y la atribución causal externa, métodos de resolución de problemas y entorno social.  (Conclusiones)  La estructura latente aportada por el análisis factorial exploratorio concuerda con la clasificación de ítems establecida a priori y permite orientar el análisis factorial confirmatorio que da continuidad a la investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste trabalho é adaptar e va uma escala que mede o nível de autorregulação em contextos de resolução de problemas matemáticos de professores em formação inicial no Ensino Básico.  (Metodologia)  Para a seleção da amostra, foi utilizada uma amostragem não probabilística de conveniência ou incidental e participaram no processo de validação da escola adaptada 269 alunos do primeiro ano do curso de Educação Primária da Universidade do País Basco no ano letivo 2020/2021. O tipo de pesquisa é descritivo e todos os dados foram analisados com o programa SPSS.  (Resultados)  Em relação à confiabilidade interna, o valor do coeficiente alfa de Cronbach é 0,884. Da mesma forma, para analisar a estrutura fatorial da escala, foi realizada uma análise fatorial exploratória, obtendo um índice KMO de 0,836 &gt; 0,7 e p= 0,000&lt;0,05 no teste de esfericidade de Bartlett, o que indica uma estrutura de sete fatores: percepção dos alunos sobre sua capacidade e como ela influencia a autorregulação do processo de resolução, ética, resolução de problemas e crescimento pessoal, atitude em relação ao enunciado, crenças negativas de autoeficácia e atribuição causal externa; métodos de resolução de problemas e ambiente social.  (Conclusões)  A estrutura latente proporcionada pela análise fatorial exploratória concorda com a classificação dos itens estabelecida a priori e permite orientar a análise fatorial confirmatória que dá continuidade à pesquisa.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[mathematical learning]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[elementary education grade]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje matemático]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[grado de educación primaria]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado.]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[a fundamental]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores.utorregulação]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[ano de ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alguacil]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Boqué]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pañellas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dificultades en conceptos matemáticos básicos de los estudiantes para maestro.]]></article-title>
<source><![CDATA[International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología]]></source>
<year>2016</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>419-30</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Araya]]></surname>
<given-names><![CDATA[R. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreira-Mora]]></surname>
<given-names><![CDATA[T. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un modelo explicativo de las creencias y actitudes hacia las matemáticas: Un análisis basado en modelos de ecuaciones estructurales]]></article-title>
<source><![CDATA[Avances de Investigación en Educación Matemática]]></source>
<year>2016</year>
<volume>10</volume>
<numero>27-51</numero>
<issue>27-51</issue>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Asensio Muñoz]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Arroyo Resino]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Lázaro]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Munilla]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz de Miguel]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Constante-Amores]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Navarro-Asencio]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perfil de acceso a la universidad de los maestros en España (University access profile of teachers in Spain)]]></article-title>
<source><![CDATA[Educación XXI]]></source>
<year>2022</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>39-63</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bembenutty]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Vélez]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developing Self-regulation of Learning and Teaching Skills among Teacher Candidates]]></source>
<year>2015</year>
<publisher-loc><![CDATA[New York, NY ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boekaerts]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students]]></article-title>
<source><![CDATA[Learning and instruction]]></source>
<year>1997</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>161-86</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boaler]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematical mindsets: Unleashing students&#8217; potential through creative math, inspiring messages and innovative teaching]]></source>
<year>2016</year>
<publisher-name><![CDATA[John Wiley &amp; Sons]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Caballero]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cárdenas]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Gordillo]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La intervención en variables afectivas hacia las matemáticas y la resolución de problemas matemáticos.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Macías]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación en Educación Matemática XX]]></source>
<year>2016</year>
<page-range>75-91</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Callan]]></surname>
<given-names><![CDATA[G.L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated Learning (SRL) Microanalysis for Mathematical Problem Solving: A Comparison of a SRL Event Measure, Questionnaires, and a Teacher Rating Scale]]></article-title>
<source><![CDATA[Theses and Dissertations]]></source>
<year>2014</year>
<page-range>557</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Lo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preservice Teachers&#8217; Mathematics Anxiety and Mathematics Teacher Efficacy: The Roles of Anticipatory Emotions and Regulatory Strategies]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2019</year>
<volume>70</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>267-83</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cleary]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[P. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year>2009</year>
<volume>47</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>291-314</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cleary]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Velardi]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Schnaidman]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of the Self-Regulation Empowerment Program (SREP) on middle school students&#8217; strategic skills, self-efficacy, and mathematics achievement]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year>2017</year>
<volume>64</volume>
<page-range>28-42</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dignath]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Büttner]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level.]]></article-title>
<source><![CDATA[Metacognition and Learning]]></source>
<year>2018</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>169-95</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Döhrmann]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaiser]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Blömeke]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The conceptualisation of mathematics competencies in the international teacher education study TEDS-M.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Blömeke]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsieh]]></surname>
<given-names><![CDATA[F. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaiser]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[W. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn]]></source>
<year>2014</year>
<page-range>431-56</page-range><publisher-loc><![CDATA[Drodrecht, Países Bajos ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Efklides]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2011</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>6-25</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Gago]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diseño y validación de un instrumento para medir autorregulación en el alumnado de secundaria en contextos de resolución de problemas]]></article-title>
<source><![CDATA[Manuscrito en preparación]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<collab>Formplus</collab>
<source><![CDATA[La escala Likert de 4, 5 y 7 puntos + (Ejemplos de cuestionarios)]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación permanente del profesorado de matemáticas en primaria: una necesidad ignorada]]></article-title>
<source><![CDATA[Uno: revista de didáctica de las matemáticas]]></source>
<year>2019</year>
<volume>83</volume>
<page-range>42-6</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutiérrez-Gutiérrez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Rico]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conocimiento matemático sobre números y operaciones de los estudiantes de Magisterio (Mathematical knowledge of numbers and operations in spanish future primary teachers)]]></article-title>
<source><![CDATA[Educación XXI]]></source>
<year>2016</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>135-58</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hadwin]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Järvelä]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation, co-regulation, and shared regulation in collaborative learning environments]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation of learning and performance]]></source>
<year>2018</year>
<page-range>83-106</page-range><publisher-name><![CDATA[Routledge/Taylor and Francis Group]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harding]]></surname>
<given-names><![CDATA[S.-M.]]></given-names>
</name>
<name>
<surname><![CDATA[English]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Nibali]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Griffin]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Alom]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in grades 5 to 8]]></article-title>
<source><![CDATA[Australian Journal of Education]]></source>
<year>2019</year>
<volume>63</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>74-97</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<collab>INEE</collab>
<article-title xml:lang=""><![CDATA[TEDS-M, Estudio Internacional sobre la formación inicial en matemáticas de los maestros]]></article-title>
<source><![CDATA[Informe Español]]></source>
<year>2013</year>
<volume>II</volume>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[MECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karunakaran]]></surname>
<given-names><![CDATA[M.S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Opportunities to decrease elementary prospective teachers&#8217; mathematics anxiety]]></article-title>
<source><![CDATA[The Mathematics Enthusiast]]></source>
<year>2020</year>
<volume>17</volume>
<numero>2-3</numero>
<issue>2-3</issue>
<page-range>469-92</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lachapell]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación didáctico matemática del docente de la República Dominicana]]></article-title>
<source><![CDATA[Transformación]]></source>
<year>2017</year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>327-37</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Landa]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Berciano]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autorregulación y resolución de problemas matemáticos en el alumnado del grado en Educación Primaria]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Diago]]></surname>
<given-names><![CDATA[P. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Yáñez]]></surname>
<given-names><![CDATA[D. F.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Astudillo]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación en Educación Matemática XXIV]]></source>
<year>2021</year>
<page-range>662</page-range><publisher-loc><![CDATA[Valencia ]]></publisher-loc>
<publisher-name><![CDATA[SEIEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Luttenberger]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Wimmer]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Paechter]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Spotlight on math anxiety]]></article-title>
<source><![CDATA[Psychology Research and Behavior Management]]></source>
<year>2018</year>
<volume>11</volume>
<page-range>311-22</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Palacios]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Maroto]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enjoyment of teaching mathematics among pre-service teachers]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2021</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>613-29</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández-Gago]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematical Problem Solving through the Lens of Ethics and Aristotelian Attitude: A Case Study]]></article-title>
<source><![CDATA[Mathematics]]></source>
<year>2022</year>
<volume>10</volume>
<page-range>2565</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mizala]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-service Elementary School Teachers&#8217; Expectations about Student Performance: How their Beliefs are affected by their Mathematics Anxiety and Student&#8217;s Gender]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2015</year>
<volume>50</volume>
<page-range>70-8</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<collab>Ministerio de Educación and Formación Profesional</collab>
<article-title xml:lang=""><![CDATA[PISA 2018, Programa para la Evaluación Internacional de los Estudiantes]]></article-title>
<source><![CDATA[Informe español]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<collab>Ministerio de Educación and Formación Profesional</collab>
<article-title xml:lang=""><![CDATA[Estudio internacional de tendencias en matemáticas y ciencias]]></article-title>
<source><![CDATA[Informe español]]></source>
<year>2020</year>
<publisher-name><![CDATA[Ministerio de Educación y Formación Profesional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muñoz-Fernández]]></surname>
<given-names><![CDATA[G.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-Gutiérrez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Luque-Vílchez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación inicial del profesorado de educación secundaria en españa: perfil y motivaciones del futuro docente. (Initial teacher training for secondary education in Spain: profile and motivations of the future teaching staff)]]></article-title>
<source><![CDATA[Educación XXI]]></source>
<year>2019</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>71-92</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nájera Saucedo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Salazar Garza]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Vacio Muro]]></surname>
<given-names><![CDATA[M.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Morales Chiané]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación de la autoeficacia, expectativas y metas académicas asociadas al rendimiento escolar]]></article-title>
<source><![CDATA[Revista de Investigación Educativa]]></source>
<year>2020</year>
<volume>38</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>435-52</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nortes Martínez-Artero]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Nortes Checa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencia matemática, actitud y ansiedad hacia las Matemáticas en futuros maestros]]></article-title>
<source><![CDATA[Revista Electrónica Interuniversitaria de Formación del Profesorado]]></source>
<year>2017</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>145&#8208;160</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nortes]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Nortes]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conocimientos matemáticos de futuros maestros en resolución de problemas de 6º de primaria]]></article-title>
<source><![CDATA[Educatio Siglo XXI]]></source>
<year>2018</year>
<volume>36</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>201-30</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Amieiro]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Dobarro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Escala de Evaluación de la Autorregulación del Aprendizaje a partir de Textos (ARATEXR)]]></article-title>
<source><![CDATA[European Journal of Education and Psychology]]></source>
<year>2015</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>9-22</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panadero]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso-Tapia]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre estrategias de aprendizaje]]></article-title>
<source><![CDATA[Anales de Psicología/Annals of Psychology]]></source>
<year>2014</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>450-62</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A conceptual framework for as sessing motivation and self-regulated learning in college students]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2004</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>385-407</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Polya]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[How To Solve It]]></source>
<year>1990</year>
<edition>2nd</edition>
<publisher-loc><![CDATA[Penguin, London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sakiz]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Pape]]></surname>
<given-names><![CDATA[S. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoy]]></surname>
<given-names><![CDATA[A. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does perceived teacher affective support matter for middle school students in mathematics classrooms?]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year>2012</year>
<volume>50</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>235-55</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoenfeld]]></surname>
<given-names><![CDATA[A. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Grouws]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook for Research on Mathematics Teaching and Learning]]></source>
<year>1992</year>
<page-range>334-70</page-range><publisher-name><![CDATA[MacMillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoenfeld]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Video analyses for research and professional development: the teaching for robust understanding (TRU) framework]]></article-title>
<source><![CDATA[ZDM]]></source>
<year>2018</year>
<volume>50</volume>
<page-range>491-506</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Segarra]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Barrazueta]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Juliá]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudio de la autoeficacia de las enseñanzas de matemáticas de los estudiantes de cuarto año de la Universidad del Azuay y la Universitat Rovira i Virgili]]></article-title>
<source><![CDATA[PNA]]></source>
<year>2021</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>78-97</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Segarra]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Juliá]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematical knowledge of elementary education student teachers: variable analysis]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2021</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>124-38</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Usher]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social cognitive theoretical perspective of self-regulation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation of learning and performance]]></source>
<year>2018</year>
<page-range>19-35</page-range><publisher-name><![CDATA[Routledge/Taylor &amp; Francis Group]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[A. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Zamora]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
</person-group>
<source><![CDATA[Academic Goals in Relation to Motivational Self - regulation Value Strategies, REDIE]]></source>
<year>2018</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>15-24</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Throndsen]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulated learning of basic arithmetic skills: A longitudinal study]]></article-title>
<source><![CDATA[British journal of educational psychology]]></source>
<year>2011</year>
<volume>81</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>558-78</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tzohar-Rozen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kramarski]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Metacognition and Meta-Affect in Young Students: Does It Make a Difference in Mathematical Problem Solving? Teachers College Record]]></source>
<year>2017</year>
<volume>119</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<collab>UNESCO</collab>
<collab>Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura</collab>
<article-title xml:lang=""><![CDATA[Educación 2030]]></article-title>
<source><![CDATA[Declaración y Marco de Acción de Incheon. Hacia una educación de calidad inclusiva y equitativa y un aprendizaje a lo largo de la vida para todos]]></source>
<year>2016</year>
<publisher-loc><![CDATA[París ]]></publisher-loc>
<publisher-name><![CDATA[UNESCO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Usher]]></surname>
<given-names><![CDATA[E. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Pajares]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement]]></source>
<year>2008</year>
<volume>68</volume>
<page-range>443-63</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[DiBenedetto]]></surname>
<given-names><![CDATA[M. K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation: An integral part of standards-based education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Schunk]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of self-regulation of learning and performance]]></source>
<year>2018</year>
<page-range>208-22</page-range><publisher-name><![CDATA[Routledge/Taylor y Francis Group]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zamora]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las actitudes hacia la matemática, el desarrollo social, el nivel educativo de la madre y la autoeficacia como factores asociados al rendimiento académico en matemática]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2020</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>74-87</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming a self-regulated learner: An overview]]></article-title>
<source><![CDATA[Theory into practice]]></source>
<year>2002</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>64-70</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From cognitive modeling to self-regulation: A social cognitive career path]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2013</year>
<volume>48</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>135147</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kitsantas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparing students&#8217; self-discipline and self-regulation measures and their prediction of academic achievement]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>2014</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>145-55</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Moylan]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-regulation: Where metacognition and motivation intersect]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hacker]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Graesser]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of metacognition in education]]></source>
<year>2009</year>
<page-range>299-315</page-range><publisher-loc><![CDATA[New York, NY, US ]]></publisher-loc>
<publisher-name><![CDATA[Routledge/Taylor y Francis Group]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
