Jesús Alonso WebSite

Artículos en revistas extranjeras

Alonso-Tapia, J., Ruiz, M.A. & Huertas, J.A. (Enviado para publicación) Differences in classroom motivational climate: causes and effects. A multilevel study. Learning & Instruction
Villasana, M. & Alonso-Tapia, J. (en prensa) Cross-cultural validity of the “Classroom Motivational Climate Questionnaire”: Comparison between French and Spanish students. Anales de Psicología
Villasana, M. & Alonso-Tapia, J. (en prensa). Assessment of subjective resilience: cross-cultural validity and educational implications. Infancia y Aprendizaje.
Alonso-Tapia, J. Panadero, E. & Ruiz, M.A. (2014) Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q). 17 E-55. 1-15
Panadero, E., Alonso-Tapia. (2014) How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicología. 30(2). 450-462.
Panadero, E., Alonso-Tapia, J. & Huertas, J.A. (2014) Rubrics vs. self-assessment scripts: Effects on first year university students’ self-regulation and performance. Infancia y Aprendizaje. 37(1). 149-183
Panadero, E., Alonso-Tapia, J. & Reche, E. (2013). Rubrics vs. self-assessment scripts: Effects on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation. 39. 125-132.
Panadero, E., & Alonso-Tapia, J. (2013). Revisión sobre autoevaluación educativa. Evidencia empírica de su implementación a través de la autocalificación sin criterios de evaluación, de rúbricas y de guiones. Revista de investigación en Educación. 11(2). 173-197.
Panadero, E., & Alonso-Tapia, J. (2013) Self-assessment: Theoretical and practical connotations Electronic Journal of Research in Educational Psychology.11(2)- 551-576.
Alonso Tapia, J., Simón, C.& Asensio, C. (2013). Development and Validation of the Family Motivational Climate Questionnaire (FMC-Q). Psicothema. 25(2). 166-274
Alonso Tapia, J., Nieto, C. y Ruiz, M.(2013). Measuring subjective resilience despite adversity due to family, peers and teachers: the SRS questionnaire. Spanish Journal of Psychology. 16, e19. 1-13.
Panadero, E., Alonso-Tapia, J., & Reche, E. (2013) Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation . 39(3). 125-132.
Panadero, E., Alonso-Tapia, J., & Huertas, J. A. (2012) Rubric and self-assessment script effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences. 22. 806-813.
Alonso Tapia, J. y Simón, C. (2013) Differences between Immigrant and National students in motivation, family expectancies and interest, and classroom-motivational-climate perception: Implications for teaching. Spanish Journal of Psychology. 15(1). 61-74
Pérez de Landazábal, C., Varela, P. y Alonso Tapia, J. (2012) Assessment for learning: science teachers’ ideas on Assessment of core competences in science understanding
Infancia y Aprendizaje. 35(2). 215-232.

Alonso Tapia, J., Huertas, J.A. y Ruiz, M (2010).On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. Spanish Journal of Psychology. 13(1). 231-242
Alonso Tapia, J. y Panadero, E. (2010). Effects of Self-assessment Scripts on Self-regulation and Learning.Infancia y Aprendizaje, 33(3), 385-397.
Alonso Tapia, J. y Moral, A. (2010). Percepción del clima motivacional de clase en estudiantes adultos no universitarios. Revista de Psicología Educativa, 16(2), 115-133.
Alonso Tapia, J., Huertas, J.A. y Ruiz, M. (2010). On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. Spanish Journal of Psychology, 13(1), 231-242.
Alonso Tapia, J. y Panadero. (2010) E.Effects of Self-assessment Scripts on Self-regulation and Learning. Infancia y Aprendizaje. 33(3) . 385-397
Alonso Tapia, J. y Fernández, B. (2008). Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ). Psicothema. 20 (4). 883-889.
Alonso Tapia, J. y Ruiz, M. (2008). Learning related motives and the perceptions of the motivational quality of the learning environment. Psicothema.19(4). 602-608.
Alonso Tapia, J. y Fernández, B. (2008). Motives related to learning and perceptions of environment motivational quality: how do they interact in university students?. Psicothema, 20(4), 883-889.

Alonso Tapia, J., Asensio, F., López, I., Carriedo, N., Rychecki, F. (2007). Assessment for learning: Social science teachers' ideas on assessment of causal understanding. Electronic Journal of Research in Educational Psychology. 13,5. 593-616
Alonso Tapia, J. y Pardo, A. (2006). Assessment of Learning Environment Quality From The Point of View of Secondary and High-School Learners. Learning and Instruction. 1-22.
Alonso Tapia, J. y Villa, J.L.(1999): How can historical understanding best be assessed? Use of prediction tasks to assess how students understand the role of causal factors that produce historical events. European Journal of Psychology of Education, vol 14, 3, 339-358
Carriedo, N. y Alonso Tapia, J.(1996): Main idea comprehension: Training teachers and effects on students. Journal of Reading Research, 19, 2, 128-153.
Carriedo, N. y Alonso Tapia, J.(1995): Comprehension strategy training in content areas. European Journal of Psychology of Education, 10, 4, 411-431.
Alonso Tapia, J. con Montero García-Celay, I.(1992): Achievement motivation in high school: contrasting theoretical models in the classroom. Learning and Instruction, 2, 43-57.