Teoría de la visión versus teoría del establecimiento de objetivos: un análisis crítico
DOI:
https://doi.org/10.30827/portalin.vi33.26656Palabras clave:
motivación del lenguaje, adquisición de un segundo idioma, visión, metaResumen
En los últimos años, la visión se ha convertido en un tema principal en la investigación sobre la motivación del lenguaje, capturando una característica central de las teorías modernas sobre motivación del lenguaje. Sin embargo, las investigaciones empíricas han seguido principalmente el diseño prototípico de administrar cuestionarios de autoevaluación y examinar las correlaciones entre un puñado de variables. Al mismo tiempo, se puede encontrar una superposición sustancial entre la conceptualización actual de la teoría de la visión y la larga tradición de la teoría del establecimiento de objetivos. Después de demostrar esta superposición sustancial, y teniendo en cuenta nuestras indicaciones sobre la teoría del establecimiento de objetivos, este artículo destaca las brechascríticas en la investigación actual sobre la visión, incluyendo su elemento sensorial, características de visión efectiva, evolución de la visión a lo largo del tiempo, multiplicidad devisiones y posible conflicto entre ellas, mediadores visuales, visión colectiva y el papel de las emociones y la autosatisfacción al final. El propósito final de este artículo es proponer una agenda de investigación para examinar hasta qué punto la visión puede distinguirse significativamente del objetivo.
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Al-Hoorie, A. H. (2016a). Unconscious motivation. Part I: Implicit attitudes toward L2 speakers. Studies in Second Language Learning and Teaching, 6(3), 423–454. doi:10.14746/ssllt.2016.6.3.4
Al-Hoorie, A. H. (2016b). Unconscious motivation. Part II: Implicit attitudes and L2 achievement. Studies in Second Language Learning and Teaching, 6(4), 619–649. doi:10.14746/ssllt.2016.6.4.4
Al-Hoorie, A. H. (2017). Sixty years of language motivation research: Looking back and looking forward. SAGE Open. doi:10.1177/2158244017701976
Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. doi:10.14746/ssllt.2018.8.4.2
Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120(3), 338–375. doi:10.1037/0033-2909.120.3.338
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bandura, A. (2013). The role of self-efficacy in goal-based motivation. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 147–157). Routledge.
Chan, L. (2014). Effects of an imagery training strategy on Chinese university students’ possible second language selves and learning experiences. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 357–376). Multilingual Matters.
Clark, L. V. (1960). Effect of mental practice on the development of a certain motor skill. Research Quarterly. American Association for Health, Physical Education and Recreation, 31(4), 560–569. doi:10.1080/10671188.1960.10613109
DeShon, R. P., Kozlowski, S. W. J., Schmidt, A. M., Milner, K. R., & Wiechmann, D. (2004). A multiple-goal, multilevel model of feedback effects on the regulation of individual and team performance. Journal of Applied Psychology, 89(6), 1035–1056. doi:10.1037/0021-9010.89.6.1035
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Dörnyei, Z. (2014). Future self-guides and vision. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 7–18). Multilingual Matters.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462. doi:10.1111/lang.12005
Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. Routledge.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.). (2015). Motivational dynamics in language learning. Multilingual Matters.
Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed Motivational Currents: Energising language learning by creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9–29). John Benjamins.
Dörnyei, Z., & Ushioda, U. (2011). Teaching and researching motivation (2nd ed.). Pearson.
Eberly, M. B., Liu, D., Mitchell, T. R., & Lee, T. W. (2013). Attributions and emotions as mediators and/or moderators in the goal-striving process. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 35–50). Routledge.
Freitas, A. L., Clark, S. L., Kim, J. Y., & Levy, S. R. (2009). Action-construal levels and perceived conflict among ongoing goals: Implications for positive affect. Journal of Research in Personality, 43(5), 938–941. doi:doi.org/10.1016/j.jrp.2009.05.006
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model.Peter Lang.
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Routledge.
Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of Directed Motivational Currents Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329–345. doi:10.1111/modl.12214
Heslin, P. A., & Caprar, D. V. (2013). Goals and self-efficacy as mediators. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 213–230). Routledge.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319–340. doi:10.1037/0033-295X.94.3.319
Hiver, P., & Al-Hoorie, A. H. (2016). Putting complexity theory into practice: A dynamic ensemble for second language research. The Modern Language Journal, 100(4), 741–756. doi:10.1111/modl.12347
Hiver, P., & Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Multilingual Matters.
Ibrahim, Z. (2016a). Affect in directed motivational currents: Positive emotionality in long-term L2 engagement. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 258–281). Multilingual Matters.
Ibrahim, Z. (2016b). Directed Motivational Currents: Optimal productivity and long-term sustainability in second language acquisition. Unpublished PhD thesis, University of Nottingham.
Ibrahim, Z., & Al-Hoorie, A. H. (2019). Shared, sustained flow: Triggering motivation with collaborative projects. ELT Journal, 73(1), 51–60. doi:10.1093/elt/ccy025
Knox, M. (2006). Gender and possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 61–77). Nova Science Publishers.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. doi:10.1017/S0261444817000088
Latham, G. P., & Locke, E. A. (2013). Potential pitfalls in goal setting and how to avoid them. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 569–579). Routledge.
Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117–124. doi:10.1016/S0962-1849(96)80005-9
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice-Hall.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. doi:10.1037/0003-066X.57.9.705
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. doi:10.1111/j.1467-8721.2006.00449.x
Locke, E. A., & Latham, G. P. (2013a). Goal setting theory, 1990. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 3–15). Routledge.
Locke, E. A., & Latham, G. P. (2013b). Goal setting theory: The current state. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 623–630). Routledge.
Locke, E. A., & Latham, G. P. (2013c). New developments in goal setting and task performance. Routledge.
MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361–367. doi:10.1080/08824096.2012.723274
Mackay, J. (2014). Applications and implications of the L2 Motivational Self System in a Catalan EFL context. In K. Csizér & M. Magid (Eds.), The Impact of Self-Concept on Language Learning (pp. 377–400). Multilingual Matters.
Magid, M. (2014). A motivational programme for learners of English: An application of the L2 Motivational Self System. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 333–356). Bristol: Multilingual Matters.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. doi:10.1037/0003-066X.41.9.954
Morin, L., & Latham, G. P. (2000). The effect of mental practice and goal setting as a transfer of training intervention on supervisors’ self-efficacy and communication skills: An exploratory study. Applied Psychology, 49(3), 566–578. doi:10.1111/1464-0597.00032
Muir, C., & Dörnyei, Z. (2013). Directed Motivational Currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357–375.
Murphy, R. S., Stubbings, C., & Uemura, T. (2017). NeuroELT perspectives: Directed Motivational Currents —Theoretical, experimental, and pedagogical research. University of Kitakyushu Kiban Center Journal, 29, 19–135.
Oyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 17–39). Nova Science Publishers.
Plemmons, S. A., & Weiss, H. M. (2013). Goals and affect. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 117–132). Routledge.
Seijts, G. H., & Latham, G. P. (2000). The effects of goal setting and group size on performance in a social dilemma. Canadian Journal of Behavioural Science/Revue canadienne dessciences du comportement, 32(2), 104–116. doi:10.1037/h0087105
Shantz, A., & Latham, G. P. (2009). An exploratory field experiment of the effect of subconscious and conscious goals on employee performance. Organizational Behavior and Human Decision Processes, 109(1), 9–17. doi:10.1016/j.obhdp.2009.01.001
Shantz, A., & Latham, G. P. (2011). The effect of primed goals on employee performance: Implications for human resource management. Human Resource Management, 50(2), 289–299. doi:10.1002/hrm.20418
Simon, H. A. (1994). The bottleneck of attention: Connecting thought with motivation. In W. D. Spaulding (Ed.), Integrative views of motivation, cognition, and emotion: Nebraska Symposium on Motivation (Vol. 41, pp. 1–21). University of Nebraska Press.
Stajkovic, A. D., Locke, E. A., & Blair, E. S. (2006). A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance. Journal of Applied Psychology, 91(5), 1172–1180. doi:10.1037/0021-9010.91.5.1172
Sugita McEown, M., Noels, K. A., & Chaffee, K. E. (2014). At the interface of the Socio-Educational Model, Self-Determination Theory and the L2 Motivational Self System models. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19–50). Bristol: Multilingual Matters.
Sun, S. H., & Frese, M. (2013). Multiple goal pursuit. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 177–194). Routledge.
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564–577. doi:10.1017/S0261444816000173
Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 233–262). Cambridge University Press.
Al-Hoorie, A. H. (2016b). Unconscious motivation. Part II: Implicit attitudes and L2 achievement. Studies in Second Language Learning and Teaching, 6(4), 619–649. doi:10.14746/ssllt.2016.6.4.4
Al-Hoorie, A. H. (2017). Sixty years of language motivation research: Looking back and looking forward. SAGE Open. doi:10.1177/2158244017701976
Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. doi:10.14746/ssllt.2018.8.4.2
Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120(3), 338–375. doi:10.1037/0033-2909.120.3.338
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bandura, A. (2013). The role of self-efficacy in goal-based motivation. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 147–157). Routledge.
Chan, L. (2014). Effects of an imagery training strategy on Chinese university students’ possible second language selves and learning experiences. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 357–376). Multilingual Matters.
Clark, L. V. (1960). Effect of mental practice on the development of a certain motor skill. Research Quarterly. American Association for Health, Physical Education and Recreation, 31(4), 560–569. doi:10.1080/10671188.1960.10613109
DeShon, R. P., Kozlowski, S. W. J., Schmidt, A. M., Milner, K. R., & Wiechmann, D. (2004). A multiple-goal, multilevel model of feedback effects on the regulation of individual and team performance. Journal of Applied Psychology, 89(6), 1035–1056. doi:10.1037/0021-9010.89.6.1035
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Dörnyei, Z. (2014). Future self-guides and vision. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 7–18). Multilingual Matters.
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462. doi:10.1111/lang.12005
Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. Routledge.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.). (2015). Motivational dynamics in language learning. Multilingual Matters.
Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed Motivational Currents: Energising language learning by creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9–29). John Benjamins.
Dörnyei, Z., & Ushioda, U. (2011). Teaching and researching motivation (2nd ed.). Pearson.
Eberly, M. B., Liu, D., Mitchell, T. R., & Lee, T. W. (2013). Attributions and emotions as mediators and/or moderators in the goal-striving process. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 35–50). Routledge.
Freitas, A. L., Clark, S. L., Kim, J. Y., & Levy, S. R. (2009). Action-construal levels and perceived conflict among ongoing goals: Implications for positive affect. Journal of Research in Personality, 43(5), 938–941. doi:doi.org/10.1016/j.jrp.2009.05.006
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model.Peter Lang.
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Routledge.
Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of Directed Motivational Currents Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329–345. doi:10.1111/modl.12214
Heslin, P. A., & Caprar, D. V. (2013). Goals and self-efficacy as mediators. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 213–230). Routledge.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319–340. doi:10.1037/0033-295X.94.3.319
Hiver, P., & Al-Hoorie, A. H. (2016). Putting complexity theory into practice: A dynamic ensemble for second language research. The Modern Language Journal, 100(4), 741–756. doi:10.1111/modl.12347
Hiver, P., & Al-Hoorie, A. H. (2020). Research methods for complexity theory in applied linguistics. Multilingual Matters.
Ibrahim, Z. (2016a). Affect in directed motivational currents: Positive emotionality in long-term L2 engagement. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 258–281). Multilingual Matters.
Ibrahim, Z. (2016b). Directed Motivational Currents: Optimal productivity and long-term sustainability in second language acquisition. Unpublished PhD thesis, University of Nottingham.
Ibrahim, Z., & Al-Hoorie, A. H. (2019). Shared, sustained flow: Triggering motivation with collaborative projects. ELT Journal, 73(1), 51–60. doi:10.1093/elt/ccy025
Knox, M. (2006). Gender and possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 61–77). Nova Science Publishers.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. doi:10.1017/S0261444817000088
Latham, G. P., & Locke, E. A. (2013). Potential pitfalls in goal setting and how to avoid them. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 569–579). Routledge.
Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117–124. doi:10.1016/S0962-1849(96)80005-9
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice-Hall.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. doi:10.1037/0003-066X.57.9.705
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. doi:10.1111/j.1467-8721.2006.00449.x
Locke, E. A., & Latham, G. P. (2013a). Goal setting theory, 1990. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 3–15). Routledge.
Locke, E. A., & Latham, G. P. (2013b). Goal setting theory: The current state. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 623–630). Routledge.
Locke, E. A., & Latham, G. P. (2013c). New developments in goal setting and task performance. Routledge.
MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports, 29(4), 361–367. doi:10.1080/08824096.2012.723274
Mackay, J. (2014). Applications and implications of the L2 Motivational Self System in a Catalan EFL context. In K. Csizér & M. Magid (Eds.), The Impact of Self-Concept on Language Learning (pp. 377–400). Multilingual Matters.
Magid, M. (2014). A motivational programme for learners of English: An application of the L2 Motivational Self System. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 333–356). Bristol: Multilingual Matters.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. doi:10.1037/0003-066X.41.9.954
Morin, L., & Latham, G. P. (2000). The effect of mental practice and goal setting as a transfer of training intervention on supervisors’ self-efficacy and communication skills: An exploratory study. Applied Psychology, 49(3), 566–578. doi:10.1111/1464-0597.00032
Muir, C., & Dörnyei, Z. (2013). Directed Motivational Currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357–375.
Murphy, R. S., Stubbings, C., & Uemura, T. (2017). NeuroELT perspectives: Directed Motivational Currents —Theoretical, experimental, and pedagogical research. University of Kitakyushu Kiban Center Journal, 29, 19–135.
Oyserman, D., & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research and applications (pp. 17–39). Nova Science Publishers.
Plemmons, S. A., & Weiss, H. M. (2013). Goals and affect. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 117–132). Routledge.
Seijts, G. H., & Latham, G. P. (2000). The effects of goal setting and group size on performance in a social dilemma. Canadian Journal of Behavioural Science/Revue canadienne dessciences du comportement, 32(2), 104–116. doi:10.1037/h0087105
Shantz, A., & Latham, G. P. (2009). An exploratory field experiment of the effect of subconscious and conscious goals on employee performance. Organizational Behavior and Human Decision Processes, 109(1), 9–17. doi:10.1016/j.obhdp.2009.01.001
Shantz, A., & Latham, G. P. (2011). The effect of primed goals on employee performance: Implications for human resource management. Human Resource Management, 50(2), 289–299. doi:10.1002/hrm.20418
Simon, H. A. (1994). The bottleneck of attention: Connecting thought with motivation. In W. D. Spaulding (Ed.), Integrative views of motivation, cognition, and emotion: Nebraska Symposium on Motivation (Vol. 41, pp. 1–21). University of Nebraska Press.
Stajkovic, A. D., Locke, E. A., & Blair, E. S. (2006). A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance. Journal of Applied Psychology, 91(5), 1172–1180. doi:10.1037/0021-9010.91.5.1172
Sugita McEown, M., Noels, K. A., & Chaffee, K. E. (2014). At the interface of the Socio-Educational Model, Self-Determination Theory and the L2 Motivational Self System models. In K. Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19–50). Bristol: Multilingual Matters.
Sun, S. H., & Frese, M. (2013). Multiple goal pursuit. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 177–194). Routledge.
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564–577. doi:10.1017/S0261444816000173
Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 233–262). Cambridge University Press.
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31-01-2020
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Al-Hoorie, A. H. ., & Al Shlowiy, A. (2020). Teoría de la visión versus teoría del establecimiento de objetivos: un análisis crítico. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (33), 217–229. https://doi.org/10.30827/portalin.vi33.26656
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