La relación entre el proceso de autorregulación y el proceso de coaching
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jul 1, 2016
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Resumen
El coaching ha tenido un importante crecimiento en los últimos años como método que facilita el logro de metas y propicia el desarrollo de habilidades. Sin embargo existen críticas dirigidas, por un lado, a la débil fundamentación teórica que sustenta su proceso y, por otro, a la baja producción de investigaciones empíricas que expliquen los resultados de éxito y que muestren con rigor los cambios cognitivos, motivacionales y afectivos logrados por las personas que participan en este tipo de procesos. Este artículo presta especial atención al análisis de la relación de los procesos de coaching y de autorregulación. El objetivo principal se centra en plantear este vínculo como una posible solución a la necesidad de profesionalizar la práctica del coaching, de emplear técnicas basadas en la evidencia y que procedan de las investigaciones sobre los procesos psicológicos, pero, sobre todo, de encontrar un cuerpo teórico sólido que dé cuenta de su éxito. También se proponen algunas posibilidades de cómo el desarrollo de la autorregulación puede verse beneficiado por las prácticas del coaching. Se plantean, por último, algunas ideas sobre la dirección de futuras investigaciones en el tema.
Keywords
coaching, self-regulation, coaching effectiveness, coaching evaluation, self-regulated learningcoaching, autorregulación, efectividad del coaching, evaluación del coaching, aprendizaje autorregulado.
References
Allison, J., & Whybrow, A. (2007). Gestalt Coaching. In S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Bamford, A., Mackew, N., & Golawski, A. (2012). Coaching for parents: empowering parents to create positive relationships with their children. En C. van Nieuwerburgh (Ed.), Coaching in Education: getting better results for students, educators and parents (p. 3-24). London: Karnac Books Ltd.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Baquero, J. (2010). Comparison between the training process in Coaching and the formative experience in Psychotherapy. V Jornadas Internacionales de Coaching y Mentoring: Universidad y Empresa, Universidad Politécnica de Madrid, 49-65.
Bennett, J., & Wayne, M. (2009). Coaching in organizations: current trends and future opportunities. OD Practitioner, 41(1), 2-7.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: an international review, 54(2), 199-231.
Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: finding a balance between learning goals and ego-protective goals. En M. Boekaerts, P. Pintrich, & M. Zeidner (Eds). Handbook of selfregulation, San Diego, CA: Academic Press.
Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.) (2000). Handbook of self-regulation, San Diego, CA: Academic Press.
Brotman, L., Liberi, W., & Wasylyshyn, K. (1998). Executive coaching: the need for standards of competence. Consulting Psychology Journal: Practice and research, 50(1), 40-46.
Brunstein, J. (1993). Personal goals and subjective wellbeing: a longitudinal study. Journal of Personality and Social Psychology, 65, 1061-1070.
Day, A., De Hann, E., & Sills, C. (2008). Coaches’ experience of critical moments in the coaching. International Coaching Psychology Review, 3(3), 207-218.
Douglas, C., & McCauley, C. (1999). Formal developmental relationships: A survey of organizational practices. Human Resource Development Quarterly, 10(3), 203-220.
Dresel, M., & Haugwitz, M. (2005). The relationship between cognitive abilities and self-regulated learning: evidence for interactions with academic self-concept and gender. High ability studies, 16(2), 201-218.
Fanasheh, H. (2003). The perception of executive coaching among CEOs of America’s top 500 companies. Dissertation Abstracts International, 64(03), 736.
Fillery-Travis, A., & Lane, D. (2007). Research: does coaching work? En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Gallwey, W.T. (2002). The inner game of work: Overcoming mental obstacles for maximum performance, New York, NY: Texere.
Grant, A. (2001). Towards a psychology of coaching: the impact of coaching on metacognition, mental health and goal attainment. PhD dissertation at Department of Psychology, Macquarie University.
Grant, A. (2007). Past, present and future: the evolution of professional coaching and coaching psychology. In S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Grant, A. (2011). Developing an agenda for teaching coaching psychology. International Coaching Psychology Review, 6(1), 84-99.
Grant, A., & Cavanagh, M. (2004). Toward a profession of coaching: sixty-five years of progress and challenges for the future. International Journal of Evidence Based Coaching and Mentoring, 2(1), 1-16.
Grant, A., & Greene, J. (2001). Coach yourself: Make real change in your life. London: Momentum Press
Grant, A., & Zackon, M. (2004). Executive, workplace and life coaching: findings from a large-scale survey of international coach federation members. International Journal of Evidence Based Coaching and Mentoring, 2(2), 1-15.
Hadwin, A. F., Miller, M., & Järvelä, S. (2011). Selfregulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance, New York, NY: Routledge.
Johnston, S. (2005). Applying goal setting theory to coaching. The coaching psychologist, 1(2), 10-12.
Kilburg, R. (1996). Toward a conceptual understanding and definition of executive coaching. Consulting Psychology Journal: Practice and research, 48(2), 134-144.
Knight, J. (2012). Coaching to improve teaching: using the instructional coaching model. En C. van Nieuwerburgh (Ed.), Coaching in Education: getting better results for students, educators and parents (p. 3-24). London: Karnac Books Ltd.
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. En J.
Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior, Heildelberg: Springer. Kuhl, J. (1992). A theory of self-regulation: Action versus state orientation, self-discrimination, and some applications. Applied Psychology: An International Review, 41, 97-129.
Kuhl, J. (2008). Individual differences in self-regulation. En J. Heckhausen, & H. Heckhausen (Eds), Motivation and action, New York, NY: Cambridge
Laske, O. (2004). Can evidence-based coaching increase ROI? International Journal of Evidence Based Coaching and Mentoring, 2(2), 41-53.
Lawton-Smith, C. (2007). Coaching: is it just a new name for training? International Journal of Evidence Based Coaching and Mentoring, special issue, summer, 1-18.
Linley, P., & Harrington, S. (2007). Integrating positive psychology and coaching psychology: shared assumptions and aspirations? En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Palmer, S., & Whybrow, A. (2006). The coaching psychology movement and its development within the British Psychological Society. International Coaching Psychology Review 1(1), 5-11.
Palmer, S., & Szymansky, K. (2007). Cognitive Behavioural Coaching. En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Palmer, S., & Whybrow, A. (Eds.) (2007). Handbook of coaching psychology: a guide for practitioners, New York, NY: Routledge.
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 / Journal for the Study of Education and Development, 37(1), 149-183.
Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89 -101.
Parsloe, E. (1995). Coaching, mentoring and assessing: A practical guide for developing competence, New York, NY: Kogan.
Passmore, J. (2007). Behavioural Coaching. En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge. Pintrich, P. (2000). The role of goal orientation in selfregulated learning. En M. Boekaerts, P., Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, San Diego, CA: Academic Press.
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Pintrich, P., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies and motivation. En P. R. Pintrich, D. R. Brown & C. E. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 113-133). Hillsdale, NJ: Lawrence Erlbaum Associates.
Norlander, T., Bergman, H., & Archer, T. (2002). Relative constancy of personality characteristics and efficacy of a 12-month training program in facilitating coping strategies. Social Behavior & Personality, 30(8), 773-783.
O’Broin, A. & Palmer, S. (2006). Win-win situation? Learning from parallels and differences between coaching psychology and sport psychology. The Coaching Psychologist, 2(3), 17-23.
Omodei, M., & Wearing, A. (1990). Need satisfaction and involvement in personal projects: Towards an integrative model of subjective well-being. Journal of Personality and Social Psychology, 59, 762-769.
Rodríguez-Moneo, M. (2009). Motivar para aprender en situaciones académicas. En G. Romero & A. Caballero (Eds.). La crisis de la escuela educadora, Barcelona: Laertes.
Rodríguez-Moneo, M. (2011). El proceso de enseñanza y aprendizaje de competencias. En F. Labrador & R. Santero (Eds.), Evaluación global de los resultados del aprendizaje en las titulaciones dentro del Espacio Europeo de Educación Superior, Madrid: Dykinson.
Scoular, A., & Linley, A. (2006). Coaching, goal setting and personality type: what matters? The Coaching Psychologist, 2(1), 9-11.
Spence, G., & Grant, A. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study. The Journal of Positive Psychology, 2(3), 185-194.
Spencer, L. (2011). Coaching and training transfer: a phenomenological inquiry into combined trainingcoaching programmes. International Journal of Evidence Based Coaching and Mentoring, 5, 1-18.
Stober, D. & Grant, A. (2006). Toward a contextual approach to coaching models. En D.R. Stober & A.M. Grand (Eds.), Evidence-based Coaching Handbook (pp. 355-366). New York, NY: Wiley
Taylor, L. (1997). The relation between resilience, coaching, coping skills training, and perceived stress during a career-threatening milestone. DAIB 58/05, 2738.
Thornton, C. (2010). Group and Team Coaching: The Essential Guide (Essential Coaching Skills and Knowledge). New York, NY: Routledge.
Underhill, B. (2005). High impact executive coaching: executive summary. Executive Development Associates, Inc.
Van Kessel, L. (2006). Coaching, a field for professional supervisors? Ljetopis SocijalnorRada, 14(2), 387- 342.
Van Nieuwerburgh, C. (2012). Coaching in education: an overview. En C. van Nieuwerburgh (Ed.), Coaching in Education: getting better results for students, educators and parents (p. 3-24). London: Karnac Books Ltd.
Vidal-Salazar, M., Cordón-Pozo, E., & Ferrón-Vílchez, V. (2011). Efectividad del coaching en los procesos de mejora de gestión de empresas. Universia Business Review, tercer trimestre 2011, 82-101.
Vohs, K., & Baumeister, R. (2004). Understanding selfregulation: an introduction. En R.F. Baumeister, & K.D. Bohs (Eds) . Handbook of self-regulation, New York, NY: Guilford.
Wachholz, P. (2000). Investigating a corporate coaching event: Focusing on collaborative reflective practice and the use of displayed emotions to enhance the supervisory coaching process. Dissertation Abstracts International, A (Humanities and Social Sciences), 61(2), 587.
Wasylyshyn, K. (2003). Executive Coaching: An outcome study. En Consulting Psychology Journal: Practice & research, 55(2), 94-106.
Weinstein, C., & Hume, L. (1998). Study strategies for lifelong learning. American Psychological Association: Washington.
Wolters, C., Benzon, M., & Arroyo-Giner, C. (2011) Assesing strategies for the Self-regulation of Motivation. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance, New York, NY: Routledge.
Zimmerman, B. (2000). Attaining self-regulation: a social cognitive perspective. En M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation, San Diego, CA: Academic Press.
Zimmerman, B. & Schunk, D. (2004). Self-regulating intellectual processes and outcomes: a social cognitive perspective. En D. Y. Dai & R. J. Stenberg (Eds.), Motivation, emotion, and cognition. Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. & Schunk, D. (2011). Self-regulated learning and performance: an introduction and an overview. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance, New York, NY: Routledge.
Zimmerman, B., Kitsantas, A., & Campillo, M. (2005). Evaluación de la autoeficacia regulatoria: una perspectiva social cognitiva. Laboratorio de evaluación psicológica y educativa. Facultad de Psicología, Universidad Nacional de Córdoba, Argentina.
Bamford, A., Mackew, N., & Golawski, A. (2012). Coaching for parents: empowering parents to create positive relationships with their children. En C. van Nieuwerburgh (Ed.), Coaching in Education: getting better results for students, educators and parents (p. 3-24). London: Karnac Books Ltd.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Baquero, J. (2010). Comparison between the training process in Coaching and the formative experience in Psychotherapy. V Jornadas Internacionales de Coaching y Mentoring: Universidad y Empresa, Universidad Politécnica de Madrid, 49-65.
Bennett, J., & Wayne, M. (2009). Coaching in organizations: current trends and future opportunities. OD Practitioner, 41(1), 2-7.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: an international review, 54(2), 199-231.
Boekaerts, M. & Niemivirta, M. (2000). Self-regulated learning: finding a balance between learning goals and ego-protective goals. En M. Boekaerts, P. Pintrich, & M. Zeidner (Eds). Handbook of selfregulation, San Diego, CA: Academic Press.
Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.) (2000). Handbook of self-regulation, San Diego, CA: Academic Press.
Brotman, L., Liberi, W., & Wasylyshyn, K. (1998). Executive coaching: the need for standards of competence. Consulting Psychology Journal: Practice and research, 50(1), 40-46.
Brunstein, J. (1993). Personal goals and subjective wellbeing: a longitudinal study. Journal of Personality and Social Psychology, 65, 1061-1070.
Day, A., De Hann, E., & Sills, C. (2008). Coaches’ experience of critical moments in the coaching. International Coaching Psychology Review, 3(3), 207-218.
Douglas, C., & McCauley, C. (1999). Formal developmental relationships: A survey of organizational practices. Human Resource Development Quarterly, 10(3), 203-220.
Dresel, M., & Haugwitz, M. (2005). The relationship between cognitive abilities and self-regulated learning: evidence for interactions with academic self-concept and gender. High ability studies, 16(2), 201-218.
Fanasheh, H. (2003). The perception of executive coaching among CEOs of America’s top 500 companies. Dissertation Abstracts International, 64(03), 736.
Fillery-Travis, A., & Lane, D. (2007). Research: does coaching work? En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Gallwey, W.T. (2002). The inner game of work: Overcoming mental obstacles for maximum performance, New York, NY: Texere.
Grant, A. (2001). Towards a psychology of coaching: the impact of coaching on metacognition, mental health and goal attainment. PhD dissertation at Department of Psychology, Macquarie University.
Grant, A. (2007). Past, present and future: the evolution of professional coaching and coaching psychology. In S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Grant, A. (2011). Developing an agenda for teaching coaching psychology. International Coaching Psychology Review, 6(1), 84-99.
Grant, A., & Cavanagh, M. (2004). Toward a profession of coaching: sixty-five years of progress and challenges for the future. International Journal of Evidence Based Coaching and Mentoring, 2(1), 1-16.
Grant, A., & Greene, J. (2001). Coach yourself: Make real change in your life. London: Momentum Press
Grant, A., & Zackon, M. (2004). Executive, workplace and life coaching: findings from a large-scale survey of international coach federation members. International Journal of Evidence Based Coaching and Mentoring, 2(2), 1-15.
Hadwin, A. F., Miller, M., & Järvelä, S. (2011). Selfregulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance, New York, NY: Routledge.
Johnston, S. (2005). Applying goal setting theory to coaching. The coaching psychologist, 1(2), 10-12.
Kilburg, R. (1996). Toward a conceptual understanding and definition of executive coaching. Consulting Psychology Journal: Practice and research, 48(2), 134-144.
Knight, J. (2012). Coaching to improve teaching: using the instructional coaching model. En C. van Nieuwerburgh (Ed.), Coaching in Education: getting better results for students, educators and parents (p. 3-24). London: Karnac Books Ltd.
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. En J.
Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior, Heildelberg: Springer. Kuhl, J. (1992). A theory of self-regulation: Action versus state orientation, self-discrimination, and some applications. Applied Psychology: An International Review, 41, 97-129.
Kuhl, J. (2008). Individual differences in self-regulation. En J. Heckhausen, & H. Heckhausen (Eds), Motivation and action, New York, NY: Cambridge
Laske, O. (2004). Can evidence-based coaching increase ROI? International Journal of Evidence Based Coaching and Mentoring, 2(2), 41-53.
Lawton-Smith, C. (2007). Coaching: is it just a new name for training? International Journal of Evidence Based Coaching and Mentoring, special issue, summer, 1-18.
Linley, P., & Harrington, S. (2007). Integrating positive psychology and coaching psychology: shared assumptions and aspirations? En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Palmer, S., & Whybrow, A. (2006). The coaching psychology movement and its development within the British Psychological Society. International Coaching Psychology Review 1(1), 5-11.
Palmer, S., & Szymansky, K. (2007). Cognitive Behavioural Coaching. En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge.
Palmer, S., & Whybrow, A. (Eds.) (2007). Handbook of coaching psychology: a guide for practitioners, New York, NY: Routledge.
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 / Journal for the Study of Education and Development, 37(1), 149-183.
Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89 -101.
Parsloe, E. (1995). Coaching, mentoring and assessing: A practical guide for developing competence, New York, NY: Kogan.
Passmore, J. (2007). Behavioural Coaching. En S. Palmer, & A. Whybrow (Eds.), Handbook of Coaching Psychology: a guide for practitioners, New York, NY: Routledge. Pintrich, P. (2000). The role of goal orientation in selfregulated learning. En M. Boekaerts, P., Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, San Diego, CA: Academic Press.
Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Pintrich, P., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies and motivation. En P. R. Pintrich, D. R. Brown & C. E. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie (pp. 113-133). Hillsdale, NJ: Lawrence Erlbaum Associates.
Norlander, T., Bergman, H., & Archer, T. (2002). Relative constancy of personality characteristics and efficacy of a 12-month training program in facilitating coping strategies. Social Behavior & Personality, 30(8), 773-783.
O’Broin, A. & Palmer, S. (2006). Win-win situation? Learning from parallels and differences between coaching psychology and sport psychology. The Coaching Psychologist, 2(3), 17-23.
Omodei, M., & Wearing, A. (1990). Need satisfaction and involvement in personal projects: Towards an integrative model of subjective well-being. Journal of Personality and Social Psychology, 59, 762-769.
Rodríguez-Moneo, M. (2009). Motivar para aprender en situaciones académicas. En G. Romero & A. Caballero (Eds.). La crisis de la escuela educadora, Barcelona: Laertes.
Rodríguez-Moneo, M. (2011). El proceso de enseñanza y aprendizaje de competencias. En F. Labrador & R. Santero (Eds.), Evaluación global de los resultados del aprendizaje en las titulaciones dentro del Espacio Europeo de Educación Superior, Madrid: Dykinson.
Scoular, A., & Linley, A. (2006). Coaching, goal setting and personality type: what matters? The Coaching Psychologist, 2(1), 9-11.
Spence, G., & Grant, A. (2007). Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study. The Journal of Positive Psychology, 2(3), 185-194.
Spencer, L. (2011). Coaching and training transfer: a phenomenological inquiry into combined trainingcoaching programmes. International Journal of Evidence Based Coaching and Mentoring, 5, 1-18.
Stober, D. & Grant, A. (2006). Toward a contextual approach to coaching models. En D.R. Stober & A.M. Grand (Eds.), Evidence-based Coaching Handbook (pp. 355-366). New York, NY: Wiley
Taylor, L. (1997). The relation between resilience, coaching, coping skills training, and perceived stress during a career-threatening milestone. DAIB 58/05, 2738.
Thornton, C. (2010). Group and Team Coaching: The Essential Guide (Essential Coaching Skills and Knowledge). New York, NY: Routledge.
Underhill, B. (2005). High impact executive coaching: executive summary. Executive Development Associates, Inc.
Van Kessel, L. (2006). Coaching, a field for professional supervisors? Ljetopis SocijalnorRada, 14(2), 387- 342.
Van Nieuwerburgh, C. (2012). Coaching in education: an overview. En C. van Nieuwerburgh (Ed.), Coaching in Education: getting better results for students, educators and parents (p. 3-24). London: Karnac Books Ltd.
Vidal-Salazar, M., Cordón-Pozo, E., & Ferrón-Vílchez, V. (2011). Efectividad del coaching en los procesos de mejora de gestión de empresas. Universia Business Review, tercer trimestre 2011, 82-101.
Vohs, K., & Baumeister, R. (2004). Understanding selfregulation: an introduction. En R.F. Baumeister, & K.D. Bohs (Eds) . Handbook of self-regulation, New York, NY: Guilford.
Wachholz, P. (2000). Investigating a corporate coaching event: Focusing on collaborative reflective practice and the use of displayed emotions to enhance the supervisory coaching process. Dissertation Abstracts International, A (Humanities and Social Sciences), 61(2), 587.
Wasylyshyn, K. (2003). Executive Coaching: An outcome study. En Consulting Psychology Journal: Practice & research, 55(2), 94-106.
Weinstein, C., & Hume, L. (1998). Study strategies for lifelong learning. American Psychological Association: Washington.
Wolters, C., Benzon, M., & Arroyo-Giner, C. (2011) Assesing strategies for the Self-regulation of Motivation. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance, New York, NY: Routledge.
Zimmerman, B. (2000). Attaining self-regulation: a social cognitive perspective. En M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation, San Diego, CA: Academic Press.
Zimmerman, B. & Schunk, D. (2004). Self-regulating intellectual processes and outcomes: a social cognitive perspective. En D. Y. Dai & R. J. Stenberg (Eds.), Motivation, emotion, and cognition. Mahwah, NJ: Lawrence Erlbaum Associates.
Zimmerman, B. & Schunk, D. (2011). Self-regulated learning and performance: an introduction and an overview. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance, New York, NY: Routledge.
Zimmerman, B., Kitsantas, A., & Campillo, M. (2005). Evaluación de la autoeficacia regulatoria: una perspectiva social cognitiva. Laboratorio de evaluación psicológica y educativa. Facultad de Psicología, Universidad Nacional de Córdoba, Argentina.
Cómo citar
Baquero Barato, J. A., & Rodríguez-Moneo, M. (2016). La relación entre el proceso de autorregulación y el proceso de coaching. Universitas Psychologica, 15(1), 141–152. https://doi.org/10.11144/Javeriana.upsy15-1.rpap
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