Serie prácticas educativas/10. Motivar para aprender/Bibliografía

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2. Boekaerts, M. (1998). "Boosting students’ capacity to promote their own learning: a goal theory perspective". Research dialogue in learning and instruction (Exeter, UK), vol. 1, no. 1, 13–22.
3. Boekaerts, M. (1999). "Coping in context: goal frustration and goal ambivalence in relation to academic and interpersonal goals". En: Frydenberg, E., ed. Learning to cope: developing as a person in complex societies. 175–97. Oxford, UK, Oxford University Press.
4. Boekaerts, M. (2001). "Pro-active coping: meeting challenges and achieving goals". En: Frydenberg, E., ed. Beyond coping: meeting goals, visions and challenges. Oxford, UK, Oxford University Press.
5. Bruning, R.; Horn, C. (2000). "Developing motivation to write". Educational psychologist (Hillsdale, NJ), vol. 35, no. 1, 25–37.
6. Corno, L.; Randi, J. (1997). "Motivation, volition and collaborative innovation in classroom literacy". En: Guthrie, J.; Wigfield, A., eds. Reading, engagement: motivating readers through integrated instruction, 14–31. Newark, DE, International Reading Association.
7. Covington, M.V. (1992). Making the grade: a self-worth perspective on motivation and school reform. Cambridge, UK; New York, Cambridge University Press.
8. Elliot, A.J. (1999). "Approach and avoidance motivation and achievement goals". Educational psychologist (Mahwah, NJ), vol. 34, no. 3, 169–89.
9. Guthrie, J.T.; Solomon, A. (1997). "Designing contexts to increase motivations for reading". Educational psychologist (Mahwah, NJ), vol. 32, no. 2, 95– 103.
10. Maehr, M.L. (1984). "Meaning and motivation: toward a theory of personal investment". En: Ames, R.E.; Ames, C., eds. Research on motivation in education: Vol. 1. Student motivation, p. 115–44. San Diego, CA, Academic Press.
11. Niemivirta, M. (1999). "Motivational and cognitive predictors of goal setting and task performance". International journal of educational research (Oxford, UK), vol. 31, 499–513.
12. Pintrich, P.R. (2001). "The role of goal orientation in self-regulated learning". En: Boekaerts, M.; Pintrich, P.R.; Zeidner, M., eds. Handbook of self regulation, 451–502. San Diego, CA, Academic Press.
13. Ryan, R.M.; Deci, E.L. (2000). "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being". American psychologist (Washington, DC), vol. 55, 68–78.
14. Ryan, A.M.; Gheen, M.H.; Midgley, C. (1998). "Why some students avoid asking for help: an examination of the interplay among students’ academic efficacy, teachers’ socialemotional role, and the classroom goal structure". Journal of educational psychology (Washington, DC), vol. 90, núm. 3, 528– 35.
15. Skinner, E.A. (1995). Perceived control, motivation and coping. Thousand Oaks, CA, Sage Publications.
16. Stipek, D.J. (1988). Motivation to learn: from theory to practice. Englewood Cliffs, NJ, Prentice Hall.
17. Turner, J.C.; Meyer, D.K. (1998). "Integrating classroom context into motivation theory and research: rationales, methods, and implications". En: Urdan, T.; Maehr, M.; Pintrich, P., eds. Advances in motivation and achievement: a research annual, vol. 11, 87–121. Greenwich, CT, JAI Press.
18. Vermeer, H.; Boekaerts, M.; Seegers, G. (2000). "Motivational and gender differences: sixth-grade students’ mathematical problem-solving behavior". Journal of educational psychology (Washington, DC), vol. 92, núm. 2, 308– 15.
19. Wentzel, K.R. (1996). "Social and academic motivation in middle school: concurrent and long-term relations to academic effort". Journal of early adolescence (Thousand Oaks, CA), vol. 16, núm. 4, 390–406.
20. Wlodkowski, R.J.; Jaynes, J.H. (1990). Eager to learn. San Francisco, CA, Jossey Bass Publishers. 26.