Evaluación de las estrategias de autorregulación afectivo-motivacional de los estudiantes: Las EEMA-VS

This article reports the study of the learning motivational strategies scales–secondary version (EEMA-VS) as an instrument to assess the use of different types of affective-motivational self-regulatory strategies, based on a self-regulatory perspective on student motivation and learning in secon-dary school.The instrument is comprised of three scales: expectancy, value and af-fect. Expectancy scale includes self-concept/self-esteem and...