The prevalence of anxiety and depression in cancer around the world: An overview of systematic reviews evaluating 128 meta-analyses |
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Confirmatory Factor Analysis and Gender Invariance of the Coping Strategies Inventory in Academic University Stress |
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Psychological and spiritual interventions to enhance meaning in adults diagnosed with cancer: a systematic review with meta-analysis and meta-regression |
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Effective Coping with Academic Stress Is a Matter of Personality Types: Revisiting the Person-Centred Approach |
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Preliminary Validation and Gender Invariance of the Technology Anxiety Scale in Older Spanish Adults |
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Meaning and purpose in life, happiness, and life satisfaction in cancer: Systematic review with meta-analysis |
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Acceptance and Commitment Therapy for Chronic Pain: An Overview of Systematic Reviews with Meta-Analysis of Randomized Clinical Trials |
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Integrative model for self-perception of well-being in cancer |
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Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes |
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Validation of the inventory of negative thoughts in response to pain in the argentine population with primary headaches |
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Latent structure and factor invariance of somatic symptoms in the patient health questionnaire (PHQ-15) |
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An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling |
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Effect of the EFE-P program on the improvement of executive functions in early childhood education |
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Empathic accuracy in chronic pain: Exploring patient and informal caregiver differences and their personality correlates |
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Causal attributions of potentially traumatic life events in fibromyalgia patients |
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Self-Regulation Questionnaire (SRQ) in Spanish adolescents: Factor structure and rasch analysis |
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Students’ self-worth protection and approaches to learning in higher education: predictors and consequences |
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Body fat and metabolic age as indicators of inflammation and cardiovascular risk |
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Hypnosis is More Effective than Clinical Interviews: Occurrence of Trauma in Fibromyalgia |
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Could NLRP3-Inflammasome Be a Cardiovascular Risk Biomarker in Acute Myocardial Infarction Patients? |
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Evaluation of a psychological intervention for patients with chronic pain in primary care |
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Factor structure of the Spanish version of the Life Orientation Test-Revised (LOT-R): Testing several models |
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Metodoloǵıa docente en las universidades europeas: la percepción de los Erasmus |
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Enfoques de aprendizaje y comprensión lectora: el papel de las preguntas de los estudiantes y del conocimiento previo |
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Clinical symptoms in fibromyalgia are associated to overweight and lipid profile |
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Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement |
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The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in science |
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Teaching methodology in European Universities: Erasmus student's perception # |
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Learning approaches and reading comprehension: the role of student questioning and prior knowledge |
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Effect of coenzyme Q10 evaluated by 1990 and 2010 ACR Diagnostic Criteria for Fibromyalgia and SCL-90-R: Four case reports and literature review |
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Locus of control patterns in headaches and chronic pain |
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Oxidative stress correlates with headache symptoms in Fibromyalgia: Coenzyme Q10 effect on clinical improvement |
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Coenzyme Q10: A novel therapeutic approach for Fibromyalgia? Case series with 5 patients |
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The effect of coenzyme Q10 on symptoms of mother and son with fibromyalgia syndrome |
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Clinical symptoms in Fibromyalgia are better associated to lipid peroxidation levels in blood mononuclear cells rather than in plasma |
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A shortened version of the headache-specific locus of control scale in Spanish population |
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El papel de la ansiedad matemática en el paso de la educación secundaria a la educación universitaria |
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The role of mathematics anxiety when moving from secondary education to university education |
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University students' achievement goals and approaches to learning in mathematics. |
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Actitudes hacia las matemáticas de los alumnos que ingresan en la Universidad de Granada |
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The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level |
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Efectos de la utilización de herramientas on-line en la mejora de la regulación del proceso de enseñanza-aprendizaje: DIMEPEA® y PLÉYADE® |
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The learning approaches and epistemological beliefs of university students: a cross-sectional and longitudinal study |
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Efectos de usar herramientas electrónicas en la mejora de la regulación del proceso enseñanza-aprendizaje |
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Effects of Using Online Tools in Improving Regulation of the Teaching-Learning Process: TLPA tm & PLEYADE tm |
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Spanish version of the Coping Strategies Inventory |
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A bibliometric approach to research into fibromyalgia |
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Approaches to learning and study orchestrations in high school students |
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An in-depth analysis of the Learning and Study Strategies Inventory (LASSI) |
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The epistemological beliefs, learning approaches and study orchestrations of university students |
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Personality and contextual variables in teacher burnout |
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Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance |
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Consonance and dissonance in students' learning experience |
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Los procesos y las estrategias de aprendizaje. En psicoloǵıa de la instrucción. Vol 2: componentes cognitivos y afectivos del aprendizaje escolar |
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Assessment of chronic pain coping strategies |
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An integrated analysis of secondary school students' conceptions and beliefs about learning |
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Mejora de la autorregulación del aprendizaje, en estudiantes universitarios, a través de estrategias de enseñanza reguladoras on-line |
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Automatic negative thoughts in chronic pain |
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The validity of the International Headache Society criteria -and the modifications put forward in 2002- in the diagnosis of migraine and tension-type headaches |
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Gender differences in learning strategies and styles [Diferencias de género en estrategias y estilos de aprendizaje] |
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Diferencias de género en estrategias y estilos de aprendizaje |
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Gender differences in learning strategies and styles |
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Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement |
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Fiabilidad y validez de constructo del LSQ: Cuestionario de Estilos de Aprendizaje |
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Validez predictiva y discriminante del LSQ: Cuestionario de Estilos de Aprendizaje |
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Estudio académico y enfoques de aprendizaje |
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Los procesos y las estrategias de aprendizaje |
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Estrategias, metaestrategias y estilos e aprendizaje |
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Learning strategies, styles and approaches: An analysis of their interrelationships |
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Factores académicos, estrategias y estilos de aprendizaje |
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Concepto y medida de las estrategias y los estilos de aprendizaje |
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Metacognición y entrenamiento en estrategias metacognitivas |
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Estrategias de aprendizaje, especialidad y rendimiento Académico |
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Estrategias de aprendizaje y especialidades académicas |
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Las estrategias de aprendizaje: estado de la cuestión |
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Algunos problemas teóricos y de procedimiento experimental en el pradigma del aprendizaje por observación: una revisión |
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El aprendizaje por observación: influencia de las caracteŕısticas de la tarea y de la verbalización del observador, en adolescentes |
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