Los efectos de enseñar el modelo de pensamiento reflexivo sobre la autoeficacia académica, la motivación de logro, la seguridad de la intención y el pensamiento reflexivo de los estudiantes de la Universidad de Farhangyan en Ahvaz. Ahvaz, Irán
Palabras clave:
autoeficacia del modelo de pensamiento reflexivo. Motivación del logro, certeza de la intención. Pensamiento reflexivo.Resumen
Los efectos de enseñar el modelo de pensamiento reflexivo sobre la autoeficacia académica, la motivación de logro, la seguridad de la intención y el pensamiento reflexivo de los estudiantes de la Universidad de Farhangyan en Ahvaz. Ahvaz, Irán.
El objetivo de este estudio es determinar los efectos de la enseñanza del modelo de pensamiento reflexivo sobre la autoeficacia académica, la motivación de logro, la seguridad de la intención y el pensamiento reflexivo de los estudiantes de la Universidad de Farhangyan en Ahvaz.
La metodología de investigación es el estudio de campo experimental en el diseño pretest y post prueba con un grupo experimental y se implementaron dos grupos de control. En el presente estudio, se seleccionaron dos grupos de muestra basados en el muestreo estratificado y el muestreo aleatorio simple. Se seleccionó el primer grupo de muestra para la validación de los cuestionarios y se seleccionó el segundo grupo de muestra para la intervención.
En este estudio, se utilizó el método de análisis factorial confirmatorio para determinar la confiabilidad y validez de las preguntas de cada cuestionario. Y el análisis de la mancova y la covarianza de una vía se usaron para probar las hipótesis. Antes y después de la intervención, se realizaron pruebas previas y posteriores.
Los resultados del análisis de covarianza unidireccional mostraron que los puntajes de autoeficacia académica, motivación de logro, certeza de intención y pensamiento reflexivo (P = 0.001) fueron significativos. Al controlar el efecto de las pruebas previas, hay una diferencia significativa entre las pruebas posteriores del grupo experimental con el primero y el segundo grupo de control en todas las variables. La capacitación del modelo de pensamiento reflexivo aumentó significativamente la autoeficacia académica, la motivación de logro, la certeza de intención y el pensamiento reflexivo de los estudiantes del grupo experimental en comparación con el primero y el segundo grupos de control. Como el modelo de enseñanza reflexivo como un patrón de enseñanza moderno derivado de la teoría del constructivismo se aplica actualmente en los departamentos de educación en la mayor parte del mundo, por lo que se recomienda utilizar este método como un modelo de enseñanza confiable para todas las facultades de las universidades de nuestro país más con confianza.
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Amasol, A. (2015). Reflective thinking skills of teachers and students’ motivational preferences: The mediating role of teachers’ creativity on their relationship. International Journal of Novel Research in Education and Learnin, 2(5), 13-25.
Babaei, M. (2016). Reflective teaching and self- efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education,41(9), 125-132.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth press.
Bandura, A. (2002). Social cognitive theory of mass communication. In J. Bryant & M. B., Oliver (Eds.), Media Effects: Advances in Theory and Research, 94 -124. New York: wiley..
Beyhan. O. (2013). The correlation of students’ views on constructivist teaching environment and teachers’ student control ideologies. Turkey Journal of Academic, 8(9), 553-559.
Bienvenu, C. (2000). Psychosocial correlates of decision certainty in academic major selection of college students. Doctoral dissertation, Louisiana State University. Retrieved from http://digitalcommons.lsu.edu/gradschool_dissth eses/.
Brooks M. G. (1999). In Search of understanding: The Case for constructivist classrooms. (Ed. ), Alexandria, V. A: Association for Supervision and Curriculum Development, 13, 978. Retrieved from https://www.amazon.com/
Costas, B. K, Charlie Lam, C. K, Lau, R., Huu Hoang ,C. & Pretorius, L.(2016). Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Journal of Reflective Practice , 13(3), 1-11
Eccles, J. S. (2008). Agency and structure in human development. Research in human development, 5(4), 231–243.
Retrieved from. http://www.rcgd.isr.umich.edu/garp/
Edwards, R. A., Jennifer Kirwin. J. Gonyeau, M. (2014). A reflective teaching challenge to motivate educational innovation. American Journal of Pharmaceutical Education, 78(5), 103- 125.
Fardanesh, H. (1999). A critical comparison of systematic and constructive approaches to instructional design. Tehran: Modarres humanities quarterly, 3(3), 139-149.
Hackett, G., & Betz, N. (1989). An exploration of the mathematics self- efficacy: Mathematics performance correspondence. Journal for Research in. Mathematics Education, 20, 261-273.
Hagemeier,N. E., & Murawski. M. (2014). Instrument to assess subjective task value beliefs regarding- the decision to pursue postgraduate training. American Journal of Pharmaceutical Education, 78(1) 11-21.
Hermans, H. J., M. (1970). A questionnaire measure of achievement motivation. Journal of Applied Psychology,54(4), 353-63.
Jay, J. K. & Johnson, K. L. (2002). Capturing complexity: A Typography of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Jonssen, D. H., &, Carr, C. (2000). Mind tools: Affording multiple knowledge representations in learning. In S. P. Lajoie (Ed.), Computers as cognitive tools, 2,165-196.
Junor Clarke, P. A., Bayazit, N., Enescu, F., & Malec, S. (2013). Reflections on a co-teaching model in a secondary mathematics methods course. Abstract for presentation at the American Educational Research Association Annual Conference in San Francisco, USA.
Kamarudin, M., Y. (2016). Inculcation of Higher Order Thinking Skills (HOTS) in Arabic language teaching at malaysian primary schools. Creative Education Journal, 7,.307-314.
Karaoglan Yilmaz. F, Keser. H. (2016) .The impact of reflective thinking activities in e-learning: A critical review of the empirical research. Journal of Computers & Education, 9, 163-173.
Landry, C. C. (2003). Self-efficacy, motivation, and outcome expectation, correlates college students, intention certainty. Lsu. Doctoral issertations.
Retrieved from https://digitalcommons.lsu.edu/gradschool_disse rtations/1254.
Maslow, A. H. (1968). Toward a psychology of being. New York: D. Van Nostrand Company.
McAlister, A. L., Perry, C. L., Parcel, G. S. (2008). How individuals, environments, and health behaviors interact: Social cognitive theory, health behavior and health education: Theory, research, and practice, (169–188). San. Francisco: CA: Wiley
McDavitt, D. (1993). Teaching for understanding: Attaining higher order learning and increased achievement through experiential instruction (ERIC Document Reproduction Service No. ED 374 093).
McLeod, G. A., Barr, J., & Welch, A. (2015). Best practice for teaching and learning strategies to facilitate student reflection in pre-registration health professional education: An Integrative Review. Creative Education, 6, 440-454. Retrieved from http://dx.doi.org/
McPeck, J. (1990). Critical thinking and subject specificity: A reply to Ennis. Journal of Educational Researcher, 19(4), 10 –12.
McrEL.A. (1997). Putnam educational standards and curriculum standards for reasoning the thinking.
Retrieved from http://putwest.boces.org/StSu/ReasThink.html
Merrill, M. D. (1983). Component display theory. In C. M. reigeluth, instructional-design theories and models: An overview of their current status. Lawrnce Erlbaum Associates, Publishing, New Jersey: , Hillsdale, 279-330.
Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J. (1996). The ID2 Research Group Utah State University Reclaiming Instructional Design. Journal of Educational Technology,36.5-7
Meyer, D., K., Turner, J. C. (2002). Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-regulation. Journal of Educational Psychologist, 37, 5-13.
Miles, C. (1992). The fourth. R: Checklists for assessing thought in action.
Journal of Developmental Education, 16(2), 32–33.
Milner, H. R., & Hoy, A. W. (2003). A case study of an African American teacher's self -efficacy- stereotype threat, and persistence. Journal.of Teaching and Teacher Education, 19, 263-276.
Muge Tavýl, Z . (2014). The effect of self - reflections through electronic journals (e-journals) on the self - efficacy of pre-service teachers, South African Journal of Education; 34(1), 858-878
Murray, H., A. (1983). Exploration in personality. New York : oxford university press.
Naderi, E. Seif Naraghi, M (2011). Research methods and its assessment procedure in humanities (focusing on educational sciences), Tehran; Arasbaran Publication.
Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Journal of Social and Behavioral Sciences, 98(6), 1380-1389.
Onen, A. S., Koçak. C. (2014). Analysis on reflective thinking tendencies of student teachers according to their individual innovativeness and sociotropic-autonomic personality characteristics. Procedia. . Journal of Social and Behavioral Sciences, 143, 788–793.
Ongowo,.Richard,. O., Indoshi, Francis., C., Ayere, Mildred., A. (2015(. Perception of constructivist learning environment: Gender and school type differences in Siaya County, Kenya. Journal of Advances in Research, 4(1), 15-26
Owen, Steven, V., Froman, Robin, D. (1988). Development of a collage Academic Self Efficacy Scale. The Educational Information Center (ERIC: Non-Journal Publication Date).
Phil, R., Patricia, W., S., Phil, L. (1995). An action research approach to curriculum development. Journal of Information Research,5(1)
Pinterich, Paul., Shaunk, Deil. (2008). Motivation in Education and Training, Theory, Researches and Applications, translated by Mehrnaz Shahraray. Tehran: Elm Publication.
Rahimimand, M. Abbaspour, A. (2015). The effect of new teaching styles on academic creativity and achievement of students, Scientific- Research Journal of Innovation and Creativity in Humanities, 4th
Circulation, Journal of Academic Systems of Islamic Azad University, 4, 119
Richard, J. C., Farrell, T. (2005). Professional development for language teachers. Cambridge University Press.
Runhaar, P., Sanders, K., & Yang, H. (2010). Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Journal of Teaching and Teacher Education, 26, 1154-1161.
Sailors, M., & Shanklin, N. L. (2010). Introduction: Growing evidence to support coaching in literacy and mathematics. journal of Elementary School, 111(1), 1-6
Sanden, S. (2012). Independent reading: Perspectives and practices of highly effective teachers. journal of Reading Teacher, 66(3), 222–231.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. journal of Educational Technology, 35, 31-38.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3): 265-283
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.
Schon, D. A. (1992). Designing as reflective conversation with the materials of a design situation. Journal of Knowledge-Based Systems, 5 (1), 3-14.
Schon, D., A. (1987). Educating the reflective practitioner. London: Jossey Bass. San Francisco
Schuler, H., prochaska, M. (2001). Leistungs motivations inventor. Go?ttingen: Hogrefe.
Schunk, D. H. & Pajares, F. (2002). The development of academic self-efficacy. San Diego: Academic Press.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Journal of Educational psychologist.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self- regulation of reading and writing through modeling. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23(1), 7-25.
Shehni Yailagh, M. Bonabi Mobaraki, Z. Shokrkon, H. (2005). Study on Intra-thematic and Inter-thematic Relationships of Academic Achievement (self-efficacy, task value, functionalistic, function-escaping and skillfully goals) in female students of first grade of high school in Ahvaz, Journal of Educational Sciences and Psychology, 3(12) 47-76.
Simon, R, J, I. , Van Der Lind,A., Duffy,T. (2010). New learning , Dordrecht: Kluwer Academic Publishing.
Skinner, B. F . (1953). Science and human behavior. Simon and Schuster.com.
Stallions, M., Murrill, L., Earp, L. (2012). Don't quit now!: Crisis, reflection, growth, and renewal for early career teachers. Journal of Learning to Teach, 48, 123-128.
Thoonen, E. E., J., Sleegers, P. J., C., Oort, F. J., Peetsma, T. T., D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Journal of, Educational administration quarterly, 47 (3), 496-536.
Valli, L. R. (1993). Reflective teacher education programs: An analysis of case studies. In J. Calderhead, & P. Gates (Eds.), 11-22. Conceptualizing reflection in teacher development. London: The Falmer Press
Valvi, P. (2013). Constructivism: New viewpoint in education and training. Ahvaz: Shahid Chamran University.
Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit. Solicitations: Some preliminary considerations. Journal of Language Teaching and Research, 44(1),103-119
Yeh, Y. (2006). The interactive effects of personal traits and guided practices on pre service teachers' changes in personal teaching efficacy. British Journal of Educational Technology, 37(2), 185–203.
Zohrabi, M. Yousefi, M. (2016). The relationship between reflective teaching, Willingness to Communicate (WTC), and Intrinsic motivation of Iranian advanced learners. International Journal on Studies in English Language and Literature, 4(2). Retrieved from www.arcjournals.org
Babaei, M. (2016). Reflective teaching and self- efficacy beliefs: Exploring relationships in the context of teaching EFL in Iran. Australian Journal of Teacher Education,41(9), 125-132.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth press.
Bandura, A. (2002). Social cognitive theory of mass communication. In J. Bryant & M. B., Oliver (Eds.), Media Effects: Advances in Theory and Research, 94 -124. New York: wiley..
Beyhan. O. (2013). The correlation of students’ views on constructivist teaching environment and teachers’ student control ideologies. Turkey Journal of Academic, 8(9), 553-559.
Bienvenu, C. (2000). Psychosocial correlates of decision certainty in academic major selection of college students. Doctoral dissertation, Louisiana State University. Retrieved from http://digitalcommons.lsu.edu/gradschool_dissth eses/.
Brooks M. G. (1999). In Search of understanding: The Case for constructivist classrooms. (Ed. ), Alexandria, V. A: Association for Supervision and Curriculum Development, 13, 978. Retrieved from https://www.amazon.com/
Costas, B. K, Charlie Lam, C. K, Lau, R., Huu Hoang ,C. & Pretorius, L.(2016). Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Journal of Reflective Practice , 13(3), 1-11
Eccles, J. S. (2008). Agency and structure in human development. Research in human development, 5(4), 231–243.
Retrieved from. http://www.rcgd.isr.umich.edu/garp/
Edwards, R. A., Jennifer Kirwin. J. Gonyeau, M. (2014). A reflective teaching challenge to motivate educational innovation. American Journal of Pharmaceutical Education, 78(5), 103- 125.
Fardanesh, H. (1999). A critical comparison of systematic and constructive approaches to instructional design. Tehran: Modarres humanities quarterly, 3(3), 139-149.
Hackett, G., & Betz, N. (1989). An exploration of the mathematics self- efficacy: Mathematics performance correspondence. Journal for Research in. Mathematics Education, 20, 261-273.
Hagemeier,N. E., & Murawski. M. (2014). Instrument to assess subjective task value beliefs regarding- the decision to pursue postgraduate training. American Journal of Pharmaceutical Education, 78(1) 11-21.
Hermans, H. J., M. (1970). A questionnaire measure of achievement motivation. Journal of Applied Psychology,54(4), 353-63.
Jay, J. K. & Johnson, K. L. (2002). Capturing complexity: A Typography of reflective practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Jonssen, D. H., &, Carr, C. (2000). Mind tools: Affording multiple knowledge representations in learning. In S. P. Lajoie (Ed.), Computers as cognitive tools, 2,165-196.
Junor Clarke, P. A., Bayazit, N., Enescu, F., & Malec, S. (2013). Reflections on a co-teaching model in a secondary mathematics methods course. Abstract for presentation at the American Educational Research Association Annual Conference in San Francisco, USA.
Kamarudin, M., Y. (2016). Inculcation of Higher Order Thinking Skills (HOTS) in Arabic language teaching at malaysian primary schools. Creative Education Journal, 7,.307-314.
Karaoglan Yilmaz. F, Keser. H. (2016) .The impact of reflective thinking activities in e-learning: A critical review of the empirical research. Journal of Computers & Education, 9, 163-173.
Landry, C. C. (2003). Self-efficacy, motivation, and outcome expectation, correlates college students, intention certainty. Lsu. Doctoral issertations.
Retrieved from https://digitalcommons.lsu.edu/gradschool_disse rtations/1254.
Maslow, A. H. (1968). Toward a psychology of being. New York: D. Van Nostrand Company.
McAlister, A. L., Perry, C. L., Parcel, G. S. (2008). How individuals, environments, and health behaviors interact: Social cognitive theory, health behavior and health education: Theory, research, and practice, (169–188). San. Francisco: CA: Wiley
McDavitt, D. (1993). Teaching for understanding: Attaining higher order learning and increased achievement through experiential instruction (ERIC Document Reproduction Service No. ED 374 093).
McLeod, G. A., Barr, J., & Welch, A. (2015). Best practice for teaching and learning strategies to facilitate student reflection in pre-registration health professional education: An Integrative Review. Creative Education, 6, 440-454. Retrieved from http://dx.doi.org/
McPeck, J. (1990). Critical thinking and subject specificity: A reply to Ennis. Journal of Educational Researcher, 19(4), 10 –12.
McrEL.A. (1997). Putnam educational standards and curriculum standards for reasoning the thinking.
Retrieved from http://putwest.boces.org/StSu/ReasThink.html
Merrill, M. D. (1983). Component display theory. In C. M. reigeluth, instructional-design theories and models: An overview of their current status. Lawrnce Erlbaum Associates, Publishing, New Jersey: , Hillsdale, 279-330.
Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J. (1996). The ID2 Research Group Utah State University Reclaiming Instructional Design. Journal of Educational Technology,36.5-7
Meyer, D., K., Turner, J. C. (2002). Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-regulation. Journal of Educational Psychologist, 37, 5-13.
Miles, C. (1992). The fourth. R: Checklists for assessing thought in action.
Journal of Developmental Education, 16(2), 32–33.
Milner, H. R., & Hoy, A. W. (2003). A case study of an African American teacher's self -efficacy- stereotype threat, and persistence. Journal.of Teaching and Teacher Education, 19, 263-276.
Muge Tavýl, Z . (2014). The effect of self - reflections through electronic journals (e-journals) on the self - efficacy of pre-service teachers, South African Journal of Education; 34(1), 858-878
Murray, H., A. (1983). Exploration in personality. New York : oxford university press.
Naderi, E. Seif Naraghi, M (2011). Research methods and its assessment procedure in humanities (focusing on educational sciences), Tehran; Arasbaran Publication.
Noormohammadi, S. (2014). Teacher reflection and its relation to teacher efficacy and autonomy. Journal of Social and Behavioral Sciences, 98(6), 1380-1389.
Onen, A. S., Koçak. C. (2014). Analysis on reflective thinking tendencies of student teachers according to their individual innovativeness and sociotropic-autonomic personality characteristics. Procedia. . Journal of Social and Behavioral Sciences, 143, 788–793.
Ongowo,.Richard,. O., Indoshi, Francis., C., Ayere, Mildred., A. (2015(. Perception of constructivist learning environment: Gender and school type differences in Siaya County, Kenya. Journal of Advances in Research, 4(1), 15-26
Owen, Steven, V., Froman, Robin, D. (1988). Development of a collage Academic Self Efficacy Scale. The Educational Information Center (ERIC: Non-Journal Publication Date).
Phil, R., Patricia, W., S., Phil, L. (1995). An action research approach to curriculum development. Journal of Information Research,5(1)
Pinterich, Paul., Shaunk, Deil. (2008). Motivation in Education and Training, Theory, Researches and Applications, translated by Mehrnaz Shahraray. Tehran: Elm Publication.
Rahimimand, M. Abbaspour, A. (2015). The effect of new teaching styles on academic creativity and achievement of students, Scientific- Research Journal of Innovation and Creativity in Humanities, 4th
Circulation, Journal of Academic Systems of Islamic Azad University, 4, 119
Richard, J. C., Farrell, T. (2005). Professional development for language teachers. Cambridge University Press.
Runhaar, P., Sanders, K., & Yang, H. (2010). Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Journal of Teaching and Teacher Education, 26, 1154-1161.
Sailors, M., & Shanklin, N. L. (2010). Introduction: Growing evidence to support coaching in literacy and mathematics. journal of Elementary School, 111(1), 1-6
Sanden, S. (2012). Independent reading: Perspectives and practices of highly effective teachers. journal of Reading Teacher, 66(3), 222–231.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. journal of Educational Technology, 35, 31-38.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3): 265-283
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.
Schon, D. A. (1992). Designing as reflective conversation with the materials of a design situation. Journal of Knowledge-Based Systems, 5 (1), 3-14.
Schon, D., A. (1987). Educating the reflective practitioner. London: Jossey Bass. San Francisco
Schuler, H., prochaska, M. (2001). Leistungs motivations inventor. Go?ttingen: Hogrefe.
Schunk, D. H. & Pajares, F. (2002). The development of academic self-efficacy. San Diego: Academic Press.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Journal of Educational psychologist.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self- regulation of reading and writing through modeling. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23(1), 7-25.
Shehni Yailagh, M. Bonabi Mobaraki, Z. Shokrkon, H. (2005). Study on Intra-thematic and Inter-thematic Relationships of Academic Achievement (self-efficacy, task value, functionalistic, function-escaping and skillfully goals) in female students of first grade of high school in Ahvaz, Journal of Educational Sciences and Psychology, 3(12) 47-76.
Simon, R, J, I. , Van Der Lind,A., Duffy,T. (2010). New learning , Dordrecht: Kluwer Academic Publishing.
Skinner, B. F . (1953). Science and human behavior. Simon and Schuster.com.
Stallions, M., Murrill, L., Earp, L. (2012). Don't quit now!: Crisis, reflection, growth, and renewal for early career teachers. Journal of Learning to Teach, 48, 123-128.
Thoonen, E. E., J., Sleegers, P. J., C., Oort, F. J., Peetsma, T. T., D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Journal of, Educational administration quarterly, 47 (3), 496-536.
Valli, L. R. (1993). Reflective teacher education programs: An analysis of case studies. In J. Calderhead, & P. Gates (Eds.), 11-22. Conceptualizing reflection in teacher development. London: The Falmer Press
Valvi, P. (2013). Constructivism: New viewpoint in education and training. Ahvaz: Shahid Chamran University.
Waring, H. Z. (2013). Two mentor practices that generate teacher reflection without explicit. Solicitations: Some preliminary considerations. Journal of Language Teaching and Research, 44(1),103-119
Yeh, Y. (2006). The interactive effects of personal traits and guided practices on pre service teachers' changes in personal teaching efficacy. British Journal of Educational Technology, 37(2), 185–203.
Zohrabi, M. Yousefi, M. (2016). The relationship between reflective teaching, Willingness to Communicate (WTC), and Intrinsic motivation of Iranian advanced learners. International Journal on Studies in English Language and Literature, 4(2). Retrieved from www.arcjournals.org
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2018-04-30
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Hosseini, F., Maktabi, G. H., Yailagh, M. S., & Yakhchali, A. H. (2018). Los efectos de enseñar el modelo de pensamiento reflexivo sobre la autoeficacia académica, la motivación de logro, la seguridad de la intención y el pensamiento reflexivo de los estudiantes de la Universidad de Farhangyan en Ahvaz. Ahvaz, Irán. Amazonia Investiga, 7(13), 401–418. Recuperado a partir de https://amazoniainvestiga.info/index.php/amazonia/article/view/581
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