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Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students.
de la Fuente, Jesús; Amate, Jorge; González-Torres, María Carmen; Artuch, Raquel; García-Torrecillas, Juan Manuel; Fadda, Salvatore.
Afiliação
  • de la Fuente J; School of Education and Psychology, University of Navarra, Pamplona, Spain.
  • Amate J; School of Psychology, University of Almería, Almería, Spain.
  • González-Torres MC; Provincial Educational Authority, Almería, Spain.
  • Artuch R; School of Psychology, University of Almería, Almería, Spain.
  • García-Torrecillas JM; School of Education, International University of La Rioja, Logroño, Spain.
  • Fadda S; Research Unit, Torrecardenas Hospital, Almería, Spain.
Front Psychol ; 11: 22, 2020.
Article em En | MEDLINE | ID: mdl-32082213
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Prognostic_studies Idioma: En Ano de publicação: 2020 Tipo de documento: Article
Texto completo
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Prognostic_studies Idioma: En Ano de publicação: 2020 Tipo de documento: Article