Contenido principal del artículo

Cristina Mumbardó Adam
Universidad Ramon Llull
España
Biografía
Eva Vicente Sánchez
Universidad de Zaragoza
España
Biografía
Climent Giné Giné
Universidad Ramon Llull
España
Biografía
Joan GuÀrdia Olmos
Universidad de Barcelona
España
Biografía
Sheida Khamsi Raley
University of Kansas
Estados Unidos
Biografía
Miguel Ángel Verdugo Alonso
Universidad de Salamanca
España
Biografía
Vol. 48 Núm. 2 (2017), Artículos y experiencias, Páginas 41-59
DOI: https://doi.org/10.14201/scero20174824159
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Resumen

La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar. 

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