<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-8961</journal-id>
<journal-title><![CDATA[Pensamiento Psicológico]]></journal-title>
<abbrev-journal-title><![CDATA[Pensam. psicol.]]></abbrev-journal-title>
<issn>1657-8961</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana, seccional Cali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-89612020000100071</article-id>
<article-id pub-id-type="doi">10.11144/javerianacali.ppsi18-1.alae</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autoeficacia y logro de aprendizaje en estudiantes con diferente estilo cognitivo en un ambiente m-learning]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-efficacy and Learning Achievement in Students with Different Cognitive Style in an M-learning Environment]]></article-title>
<article-title xml:lang="pt"><![CDATA[Autoeficácia de aprendizagem em estudantes com diferente estilo cognitivo num ambiente m-learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz-Vásquez]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibáñez-Ibáñez]]></surname>
<given-names><![CDATA[Jaime]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Bogotá  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,aff3  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,aff4  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-89612020000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-89612020000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-89612020000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Explorar los efectos de un andamiaje motivacional sobre el logro académico y la autoeficacia, tanto académica como online, en estudiantes con diferente estilo cognitivo en la dimensión Dependencia-Independencia de Campo (DIC), cuando aprenden contenidos matemáticos en un ambiente m-learning.  Método.  Participaron 56 estudiantes de educación secundaria de un colegio femenino público de la ciudad de Villavicencio, Colombia. La investigación siguió un diseño cuasi-experimental. Los participantes fueron distribuidos de forma aleatoria en dos grupos: (a) un grupo de estudiantes interactuó con un ambiente m-learning, el cual incluyó dentro de su estructura un andamiaje motivacional; y (b) otro grupo interactuó con un ambiente m-learning sin andamiaje. El estilo cognitivo de las estudiantes se determinó a través de pruebas y se aplicaron dos post-test de autoeficacia.  Resultados.  El andamiaje favoreció tanto el logro académico como la autoeficacia académica y online de las estudiantes con diferente estilo cognitivo.  Conclusión. Los datos evidenciaron que las estudiantes, en la dimensión DIC, lograron aprendizajes equivalentes debido al efecto del andamiaje motivacional que fue incluido en el ambiente m-learning. También fue posible establecer que tanto la autoeficacia académica como la autoeficacia online de los aprendices dependientes de campo favorecen el logro académico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. To explore the effects of a motivational scaffolding on academic achievement, self-efficacy, both academic and online, in students with different cognitive style in the Field Dependence-Independence (FDI) dimension, when mathematical content is delivered in an m-learning environment.  Method.  Fifty-six secondary school students from a public women's school in the city of Villavicencio, Colombia participated. The research followed a cuasi-experimental design in which the participants were randomly distributed in two groups: (a) a group of students interacts with an m-learning environment, which includes within its structure a motivational scaffolding and; (b) another group interacts with an m-learning environment without scaffolding. The cognitive style of the students was determined through tests and two self-efficacy post-tests were applied.  Results.  The scaffolding favored both academic achievement and academic self-efficacy as well as the online students with different cognitive style.  Conclusion.  The data shows that students in the FDI dimension, achieved equivalent learning due to the effect of the motivational scaffolding that was included in the m-learning environment. It is also possible to establish that both academic self-efficacy and online self-efficacy of field dependent accessories favors academic achievement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Escopo.  Explorar os efeitos de um andaime motivacional sobre o logro académico e a autoeficácia tanto académica como online, em estudantes com diferente estilo cognitivo na dimensão Dependência-Independência de Campo (DIC), quando aprendem conteúdos matemáticos num ambiente m-learning.  Metodologia.  Participaram 56 estudantes de educação secundária de uma escola feminina pública da cidade de Villavicencio, Colômbia. A pesquisa seguiu um desenho quase- experimental. Os participantes foram distribuídos de forma aleatória em dois grupos: (a) um grupo de estudantes interagiu com um ambiente m-learning o qual incluiu dentro de sua estrutura um andaime motivacional; e b) um outro grupo interagiu com um ambiente m-learning sem andaime. O estilo cognitivo das estudantes foi determinado através de provas e foram aplicados dois post-test de autoeficácia.  Resultados.  O andaime favoreceu tanto o logro académico como a autoeficácia académica e online das estudantes com diferente estilo cognitivo.  Conclusão.  Os dados evidenciaram que as estudantes, na dimensão DIC, lograram aprendizagens equivalentes devido ao efeito do andaime motivacional que foi incluído no ambiente m-learning. Também foi possível estabelecer que tanto a autoeficácia académica como a autoeficácia online dos aprendizes dependentes de campo favorecem o logro académico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Andamiaje]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[diferencias individuales]]></kwd>
<kwd lng="es"><![CDATA[logro académico]]></kwd>
<kwd lng="es"><![CDATA[ambiente m-learning]]></kwd>
<kwd lng="en"><![CDATA[Scaffolding]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[individual differences]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[m-learning environment]]></kwd>
<kwd lng="pt"><![CDATA[Andaime]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[diferencias individuais]]></kwd>
<kwd lng="pt"><![CDATA[logro académico]]></kwd>
<kwd lng="pt"><![CDATA[ambiente m-learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aesaert]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Voogt]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuiper]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Van-Braak]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Accuracy and Bias of ICT Self-Efficacy: An Empirical Study into Students&#8217; over and Underestimation of their ICT Competences]]></article-title>
<source><![CDATA[Computers in Human Behavior]]></source>
<year>2017</year>
<volume>75</volume>
<page-range>92-102</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alias]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Design of a Motivational Scaffold for the Malaysian e-Learning Environment]]></article-title>
<source><![CDATA[Educational Technology and Society]]></source>
<year>2012</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>137-51</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Artino]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Online or Face-to-Face Learning? Exploring the Personal Factors that Predict Students' Choice of Instructional Format]]></article-title>
<source><![CDATA[Internet and Higher Education]]></source>
<year>2010</year>
<volume>13</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>272-6</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Artino]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[McCoach]]></surname>
<given-names><![CDATA[D. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development and Initial Validation of the Online Learning Value and Efficacy Scale]]></article-title>
<source><![CDATA[Journal of Educational Computing Research]]></source>
<year>2008</year>
<volume>38</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>279-303</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-Efficacy: The Exercise of Control]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Freeman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Belland]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hannafin]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Framework for Designing Scaffolds that Improve Motivation and Cognition]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2013</year>
<volume>48</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>243-70</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Stanley]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diseños experimentales y cuasiexperimentales en la investigación social]]></source>
<year>2005</year>
<edition>9.ª ed.</edition>
<publisher-loc><![CDATA[Buenos Aires ]]></publisher-loc>
<publisher-name><![CDATA[Amorrortu]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Macredie]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive Styles and Hypermedia Navigation: Development of a Learning Model]]></article-title>
<source><![CDATA[Journal of the American Society for Information Science and Technology]]></source>
<year>2001</year>
<volume>53</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-15</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chou]]></surname>
<given-names><![CDATA[H. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influences of Cognitive Style and Training Method on Training Effectiveness]]></article-title>
<source><![CDATA[Computers and Education]]></source>
<year>2001</year>
<volume>37</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>11-25</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Compeau]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Higgins]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Computer Self-Efficacy: Development of a Measure and Initial Test]]></article-title>
<source><![CDATA[Management Information Systems Quarterly]]></source>
<year>1995</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>189-211</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[D&#8217;Mello]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Lehman]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Graesser]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Motivationally Supportive Affect-Sensitive Autotutor]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Calvo]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[D&#8217;Mello]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[New Perspectives on Affect and Learning Technologies]]></source>
<year>2011</year>
<page-range>113-26</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DeTure]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive Style and Self-Efficacy: Predicting Student Success in Online Distance Education]]></article-title>
<source><![CDATA[American Journal of Distance Education]]></source>
<year>2004</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-38</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duffy]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation Matters: Interactions between Achievement Goals and Agent Scaffolding for Self-Regulated Learning within an Intelligent Tutoring System]]></article-title>
<source><![CDATA[Computers in Human Behavior]]></source>
<year>2015</year>
<volume>52</volume>
<page-range>338-48</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Handal]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Herrington]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On being dependent and independent in computer based learning environments]]></article-title>
<source><![CDATA[e-Journal of Instructional Science and Technology]]></source>
<year>2004</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hatlevik]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Throndsen]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Loi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gudmundsdottir]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; ICT Self-Efficacy and Computer and Information Literacy: Determinants and Relationships]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2018</year>
<volume>118</volume>
<page-range>107-19</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hederich-Martínez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Camargo-Uribe]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive Style and Educational Performance. The Case of Public Schools in Bogotá, Colombia]]></article-title>
<source><![CDATA[Educational Psychology]]></source>
<year>2015</year>
<volume>36</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>719-37</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hederich-Martínez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Camargo-Uribe]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of the Use of a Flexible Metacognitive Scaffolding on Self-Regulated Learning During Virtual Education]]></article-title>
<source><![CDATA[International Journal of Technology Enhanced Learning]]></source>
<year>2016</year>
<volume>8</volume>
<numero>3/4</numero>
<issue>3/4</issue>
<page-range>199-216</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Huang]]></surname>
<given-names><![CDATA[Y. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jeng]]></surname>
<given-names><![CDATA[Y. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Huang]]></surname>
<given-names><![CDATA[T. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Educational Mobile Blogging System for Supporting Collaborative Learning]]></article-title>
<source><![CDATA[Educational Technology &amp; Society]]></source>
<year>2009</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>163-75</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Huertas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanabria]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influence of a Metacognitive Scaffolding for Information Search in B- Learning Courses on Learning Achievement and its Relationship with Cognitive and Learning Style]]></article-title>
<source><![CDATA[Journal of Educational Computing Research]]></source>
<year>2017</year>
<volume>55</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-25</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Keller]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivational Design for Learning and Performance. The ARCS model approach]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Springer Science &amp; Business Media]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hannafin]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Scaffolding Problem Solving in Technology-Enhanced Learning Environments (TELEs): Bridging Research and Theory with Practice]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2011</year>
<volume>56</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>403-17</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kukulska-Hulme]]></surname>
<given-names><![CDATA[A. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Traxler]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mobile Learning. A Handbook for Educators and Trainers]]></source>
<year>2005</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routedge Falmer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lehmann]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hähnlein]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Ifenthaler]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognitive, Metacognitive and Motivational Perspectives on Preflection in Self-Regulated Online Learning]]></article-title>
<source><![CDATA[Computers in Human Behavior]]></source>
<year>2014</year>
<volume>32</volume>
<page-range>313-23</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanabria]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanabria]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Logro de aprendizaje en ambientes computacionales. Autoeficacia, metas y estilo cognitivo]]></article-title>
<source><![CDATA[Psicología desde el Caribe]]></source>
<year></year>
<volume>31</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>475-94</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Triana]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efecto de un activador computacional de autoeficacia sobre el logro de aprendizaje en estudiantes de diferente estilo cognitivo]]></article-title>
<source><![CDATA[Revista Colombiana de Educación]]></source>
<year>2013</year>
<volume>64</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>225-44</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Valencia]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diferencias individuales en el desarrollo de la autoeficacia y el logro académico: el efecto de un andamiaje computacional]]></article-title>
<source><![CDATA[Acta Colombiana de Psicología]]></source>
<year>2012</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>29-41</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Hederich]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilo cognitivo y logro académico]]></article-title>
<source><![CDATA[Educación y Educadores]]></source>
<year>2011</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>67-82</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Duarte-Suárez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ibáñez-Ibáñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher&#8217;s Computer Self-Efficacy and its Relationship with Cognitive Style and TPACK]]></article-title>
<source><![CDATA[Improving Schools]]></source>
<year>2017</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>264-77</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Ibáñez-Ibáñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Racines-Prada]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; Metacognition and Cognitive Style and their Effect on Cognitive Load and Learning Achievement]]></article-title>
<source><![CDATA[Educational Technology &amp; Society]]></source>
<year>2017</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>145-57</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papastergiou]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gerodimos]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Antoniou]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multimedia Blogging in Physical Education: Effects of Student Knowledge and ICT Self-Efficacy]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2011</year>
<volume>57</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1998-2010</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintrich]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[McKeachie]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<source><![CDATA[A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ)]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Ann Arbor, MI ]]></publisher-loc>
<publisher-name><![CDATA[National Center for Research to Improve Postsecondary Teaching and Learning]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Razzaq]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Samiha]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Anshari]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Smartphone Habits and Behaviors in Supporting Students Self-Efficacy]]></article-title>
<source><![CDATA[International Journal of Emerging Technologies in Learning]]></source>
<year>2018</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>94-109</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tsai]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Chuang]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Liang]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Tsai]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-efficacy in internet-based learning environments: A literature review]]></article-title>
<source><![CDATA[Educational Technology &amp; Society]]></source>
<year>2011</year>
<volume>14</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>222-40</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tsai]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Tsai]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Junior High School Students&#8217; Internet Usage and Self-Efficacy: A Re-Examination of the Gender Gap]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2010</year>
<volume>54</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1182-92</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valencia-Vallejo]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanabria-Rodríguez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect of a Motivational Scaffolding on e-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style]]></article-title>
<source><![CDATA[Journal Educators On-line]]></source>
<year>2018</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valencia-Vallejo]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Vargas]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanabria-Rodríguez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect of a Metacognitive Scaffolding on Self-Efficacy, Metacognition, and Achievement in e-Learning Environments]]></article-title>
<source><![CDATA[Knowledge Management &amp; ELearning]]></source>
<year>2019</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mind in society: The Development of Higher Mental Process]]></source>
<year>1978</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Witkin]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Moore]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Goodenough]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Cox]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Field-Dependent and Field-Independent Cognitive Styles and their Educational Implications]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1977</year>
<volume>47</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-64</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wood]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Tutoring in Problem Solving]]></article-title>
<source><![CDATA[Journal of Child Psychology and Psychiatry, and Allied Disciplines]]></source>
<year>1976</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>89-100</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[S. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring College Students&#8217; Attitudes and Self-Efficacy of Mobile Learning]]></article-title>
<source><![CDATA[Turkish Online Journal of Educational Technology]]></source>
<year>2012</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>148-54</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yorganci]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating Students&#8217; Self-Efficacy and Attitudes towards the Use of Mobile Learning]]></article-title>
<source><![CDATA[Journal of Education and Practice]]></source>
<year>2017</year>
<volume>8</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>181-5</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Quintana]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Scaffolding Strategies for Supporting Middle School Students&#8217; Online Inquiry Processes]]></article-title>
<source><![CDATA[Computers and Education]]></source>
<year>2012</year>
<volume>58</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>181-96</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zheng]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of a Mobile Self-Regulated Learning Approach on Students' Learning Achievements and Self-Regulated Learning Skills]]></article-title>
<source><![CDATA[Innovations in Education and Teaching International]]></source>
<year>2016</year>
<volume>55</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zimmerman]]></surname>
<given-names><![CDATA[W.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kulikowich]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Online Learning Self-Efficacy in Students with and without Online Learning Experience]]></article-title>
<source><![CDATA[American Journal of Distance Education]]></source>
<year>2016</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>180-91</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
