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ANGELA ZAMORA MENENDEZ

ANGELA ZAMORA MENENDEZ

PROFESORA PERMANENTE LABORAL

MÉTODOS DE INVESTIGACIÓN Y DIAGNÓSTICO EN EDUCACIÓN II

FACULTAD DE EDUCACIÓN

azamora@edu.uned.es

(+34) 91398-7286

Academic Information

Doctor in Education. UNED (2015)
Master in Innovation and Research in Education. UNED (2012)
Graduated in Pedagogy. University of Oviedo (2009)
Graduated in Social Education. University of Oviedo (2006)

Research activity

My main lines of research are related to motivation and self-regulation of learning in secondary school students. In particular, my research focuses mainly on the self-management of errors by students, to promote the learning to learn competence  as a means to facilitate attention diversity outreach. Another of my lines of research of interest is the univeristy students' dropout  and the abandonment of scientific options in high school students.

Professional experience

Throughout my professional career I have worked as a social educator and pedagogue in different companies and social organizations.I have been a professor in education degrees at different public and private universities. Currently, I develop my teaching and research work in the Department of Research Methods and Diagnosis in Education II (OEDIP) of the Faculty of Education of the UNED.

Educational management experience

I currently hold the position of Academic Secretary of the Master's Degree in Innovation and Research in Education taught at the Faculty of Education of the UNED.

Research

INVESTIGATION GROUPS

  • Cerebro, Lenguaje, Aprendizaje y Educación (CLAE) + info

N.º of recognized sections of research activity

1

Publications

  • PUBLICATIONS IN MAGAZINES Ir a Research Gate

    Ir a Orcid
  • PUBLICATIONS AT CONFERENCES Ardura, D., Zamora Á. y Pérez-Bitrián, A. (2021) The role of motivation on secondary school students' causal attributions to choose or abandon chemistry. Chemistry Education Research and Practice, 22, 43-61. https://doi.org/10.1039/D0RP00168F

    Zamora, Á., Gil, J. y de Besa, M.R. (2020). Learning approaches, time perspective and persistence in university students. Educación XX1, 23(2),17-39. https://doi.org/10.5944/educxx1.25552

    Suárez, J.M., Fernández, A.P. y Zamora, Á. (2019). The Use of Classmates as a Self-Motivation Strategy From the Perspective of Self-Regulated Learning. Frontiers in Psychology, 1-10. https://doi.org/10.3389/fpsyg.2019.01314

    Zamora, Á., Suárez, J.M. y Ardura, D. (2018). A model of the role of error detection and self-regulation in academic performance. The Journal of Educational Research, 111(5), 595-602. https://doi.org/10.1080/00220671.2017.1349072

    Zamora, Á., Suárez, J.M. y Ardura, D. (2018). Error detection and self-assessment as mechanisms to promote self-regulation of learning among secondary education science students: A descriptive and quasi-experimental study. The Journal of Educational Research, 111(2), 175-185. https://doi.org/10.1080/00220671.2016.1225657

    Zamora, Á., Suárez, J.M. y Ardura, D. (2018). Error detection and self-assessment as mechanisms to promote self-regulation of learning among secondary education science students: A descriptive and quasi-experimental study. The Journal of Educational Research, 111(2), 175-185. https://doi.org/10.1080/00220671.2016.1225657

    Zamora, Á., Suárez, J.M. y Ardura, D. (2018). The use of errors as a tool for self-regulated learning in secondary school students. Aula abierta, 47(2), 229-236. https://doi.org/10.17811/rifie.47.2.2018.229-236

    Suárez, J.M., Fernández, A.P. y Zamora, Á. (2018). Academic goals in relation to motivational self-regulation value strategies. Revista Electrónica de Investigación Educativa, 20(2), 15-24. https://doi.org/10.24320/redie.2018.20.2.1689

    Botella, J. y Zamora, Á. (2017). Meta-analysis: a methodology for research in education. Revista Educación XX1, 20(2), 17-38. https://doi.org/10.5944/educxx1.19030

    Suárez, J.M., Fernández, A.P. y Zamora, Á. (2016). Immigration and gender as differentiating elements in the motivation and strategies of Spanish secondary students. Electronic Journal of Research in Educational Psychology, 14(40), 495-514. https://dx.doi.org/10.25115/ejrep.40.15162

    Suárez, J.M., Fernández, A.P., Rubio, V. y Zamora, Á. (2016). Incidence of value motivational strategies on high school students’cognitive and metacognitive strategies. Revista Complutense de Educación, 27(2), 421-435. https://doi.org/10.5209/rev_RCED.2016.v27.n2.46329

    Ardura, D. y Zamora, Á. (2014). ¿Are virtual learning environments useful in secondary science education? Assessment of an experience in  the  teaching and learning of Relativity. Revista Eureka sobre enseñanza y divulgación de las Ciencias, 11(1), 83-93. https://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2014.v11.i1.08

    Zamora, Á. y Ardura, D. (2014). To what extent do high school physics students use their own mistakes to learn?  An experience on self-regulation in a secondary school classroom. Enseñanza de las Ciencias 32(2), 253-268. https://dx.doi.org/10.5565/rev/ensciencias.1067
  • Geijo, C. and Zamora, Á. (2021). Teachers' perceptions on the educational inclusion of students with autism in Early Childhood Education. In T. Sola, S. Alonso, M.G. Fernandez and J.C. De la Cruz, Studies on Innovation in Educational Research (1576-1487). Madrid: Dykinson

    Zamora, A., Suarez, J.M. and Ardura, D. (2019). The role of error detection in self-regulated learning: effects on academic performance. In F. Murillo and C. Martínez-Garrido (Coords.) Proceedings XIX International Conference on Educational Research: Research committed to social transformation (Volume III. Diagnosis and Educational Evaluation, pp. 203-210). Madrid: Interuniversity Association for Pedagogical Research (AIDIPE).

    Zamora, A., Suarez, J.M. and Ardura, D. (2017). Error detection and self-assessment as mechanisms to promote self-regulation of learning in secondary school students. In Educational Evaluation and Orientation Group of the University of Salamanca (Coords.) Proceedings XIX International Conference on Educational Research: Interdisciplinarity and transfer (pp. 1577-1582). Salamanca: Interuniversity Association for Pedagogical Research (AIDIPE).