Resilience is defined as the ability to recover from stress. However, all resilience measures with exception of the Brief Resilience Scale (BRS) assess resources that make resilience possible instead of recovery. The purpose of this study was to translate the BRS to Spanish and to analyze the reliability and validity of its scores. The psychometric properties of its scores were examined in a heterogeneous sample of 620 Spanish adults. Confirmatory factor analyses were carried out to study its scores' evidence of structural validity. Besides, to study its scores' evidence of convergent, discriminant, and predictive validity in relation to other resilience questionnaires (Connor Davidson Resilience Scale 10-item version, Situated Subjective Resilience Questionnaire for Adults and Resiliency Questionnaire for Adults) and to variables such as emotions (Modified Differential Emotions Scale), coping (Person-situation Coping Questionnaire for Adults), anxiety and depression (Hospital Anxiety and Depression Scale), posttraumatic growth (Posttraumatic Growth Inventory), perceived stress (Perceived Stress Scale) and posttraumatic stress (Davidson Trauma Scale), correlation and regression analyses were conducted. To study its sensitivity, we assessed the effect of sociodemographics and the ability of the scale to identify high-risk populations by conducting analyses of variance and Pearson correlations. The BRS scores showed adequate reliability (α = .83; intraclass coefficient = .69). Confirmatory factor analyses showed that the Spanish version of the BRS is mono-factorial (χ2/df = 2.36; standardized root mean square residual = .036; goodness-of-fit index = .980; comparative fit index = .984; incremental fit index = .984; root mean square error of approximation = .067). They also showed adequate evidence of the scores' convergent, concurrent and predictive validity. The Spanish version of the BRS is a reliable and valid means to assess resilience as the ability to bounce back. (PsycINFO Database Record

Título: ¿Cómo autorregulan nuestros alumnos? Modelo de Zimmerman sobre autorregulación del aprendizaje. Resumen: El uso de las estrategias de aprendizaje explica de forma crucial los resultados académicos de los alumnos. Un buen uso de estas estrategias permite un aprendizaje profundo y transferible. Los modelos de autorregulación se basan en teorías holísticas y comprehensivas sobre las estrategias de aprendizaje. En este trabajo se analiza el modelo de Zimmerman (2000; Zimmerman y Moylan, 2009), detallando los diferentes procesos recogidos en el modelo con ejemplos para ayudar a su visualización. El modelo de Zimmerman es uno de los más extendidos en la literatura científica en el campo siendo ampliamente citado por los especialistas en el campo. El trabajo de Zimmerman parte de una base socio-cognitiva, con especial cobertura de las influencias mutuas entre motivación y autorregulación. En este trabajo también se comparan otras teorías sobre aprendizaje autorregulado con la de Zimmerman para explicar el concepto de una forma más completa. Palabras clave: Autorregulación; modelo autorregulación; Zimmerman; estrategias de aprendizaje; motivación; volición; autoeficacia; autoevaluación; atribuciones. Abstract:The use of learning strategies is crucial for students" academic performance and promoting deeper learning approaches. The self-regulated learning models offer comprehensive theoretical backgrounds. These enable more holistic approaches to the use of learning strategies. In this paper, Zimmerman"s (2000;Zimmerman & Moylan, 2009) cyclical model of self-regulated learning is described and analysed as one of the most comprehensive. The model is grounded in social cognitive theory and is comprised of three phases (forethought, performance and self-reflection) with a special focus on the influences of motivation on self-regulation. The different processes included in the model are analysed here in detail. Zimmerman"s framework is considered in relation to other self-regulated learning models in order to recognize its importance in theory and practice.

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Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: Correspondence concerning this article should be addressed to Ernesto Panadero, Departamento de Psicología Clínica y de la Salud, Universidad Autónoma de Madrid, Madrid, 28049, Spain. E-mail: ernesto.panadero@gmail.com 2 Self-assessment scripts vs. rubric effect on self-regulation, performance and self-efficacy in university students.Two approaches to self-assessment are optimal because they offer to the students the assessment criteria: rubrics and scripts. The aim of this study is to compare the effect of rubrics and scripts on self-regulation, performance and self-efficacy. 69 pre-service student teachers participated on the study. During a semester the participants were trained to design multimedia material. Results showed that students using script had higher levels of learning self-regulation when compare to the rubric and the control, and that the rubric group had higher level than the control. Regarding performance/avoidance self-regulation (negative self-regulatory actions detrimental for learning) the use of the rubric significantly decreased these negative actions. No significant effects were found for students' performance. A tendency was observed for students using self-assessment tools to have greater self-efficacy.Keywords: self-regulation; self-assessment; formative assessment; rubric; script; selfefficacy; learning; goal orientation; self-grading; self-evaluation. 3In recent years self-assessment of learning has received a lot of attention and it is a growing field in educational psychology (e.g. Dochy, Segers, & Sluijsmans, 1999;Ross, 2006; Taras, 2010). The reason is that self-assessment is a process necessary for selfregulation and learning to occur (Andrade & Valtcheva, 2009;Kitsantas & Peters, 2010;Winne & Hadwin, 1998). Consequently, researchers have looked for different ways to promote self-assessment in students. There are two instruments for promoting selfassessment, the potential effects and conditions for effectiveness of which are being studied:rubrics and scripts (Alonso-Tapia & Panadero, 2010). Rubrics are designed to evaluate, mainly, the product of an activity (Andrade, 2010;Jonsson & Svingby, 2007), whereas scripts are designed to help students during an activity to assess whether the process they are following is adequate or not (Bannert, 2009;Kramarski & Michalsky, 2010;Nückles, Hübner, & Renkl, 2009). These two tools have proved to have some positive effects on self-regulation and learning (Alonso-Tapia & Panadero, 2010;Bannert, 2009;Jonsson & Svingby, 2007).Nevertheless, results about script and rubric effectiveness and the conditions for it are far from being conclusive, and no prior research has compared their relative effects on selfregulation and learning in real classroom settings (Panadero, 2011). Hence, this will be the main objective of this study. Theoretical frameworkOur work is based on several theoretical suppositions about self-assessment and selfre...

La autorregulación es una competencia que permite a los alumnos activar las estrategias de aprendizaje necesarias para alcanzar los objetivos establecidos. Se pueden distinguir siete grandes teorías sobre autorregulación: operante, fenomenológica, procesamiento de la información, sociocognitiva, volitiva, vygotskiana y constructivista (Zimmerman, 2001). En este artículo se discuten las aportaciones de cada una de ellas en relación a cinco aspectos fundamentales para entender la autorregulación. Primero, cuál es el origen de la motivación para autorregularse. Segundo, cómo se adquiere la conciencia necesaria para autorregularse. Tercero, cuáles son los procesos autorregulatorios básicos para cada una de las siete teorías. Cuarto, qué papel juega el entorno social y físico en la autorregulación del alumno. Quinto, cómo se adquiere la capacidad para autorregularse. A lo largo del artículo se irán presentando las aportaciones de cada una de las teorías para dar respuesta a las cinco preguntas planteadas, construyendo un marco comprehensivo sobre en qué consiste la autorregulación y cómo hacer para fomentarla en nuestros alumnos.