| Identifying higher education students' profiles of academic engagement and burnout and analysing their predictors and outcomes |
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| Cultural Competence and Social Work: Sexual and Gender Diversity in Two Universities in the South of Europe |
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| Psychometric Validation of the Portuguese Version of the Modern Homonegativity Scale among Portuguese College Students |
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| Knowledge towards Homosexuality and Modern Homonegativity in College Education Students |
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| Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes |
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| "... DO YOU REMEMBER YOUR FIRST LGTB ASSAULT?": AN ANALYSIS OF TESTIMONIES FROM LGTB PEOPLE IN THE #MEQUEER MOVEMENT |
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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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| “Miniteachers”: technological and gamified program to enhance the motivation on primary school children |
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| Displaying families. Meaning and value of families of origin in same-sex families |
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| Doing gender in Spanish same-sex couples. The distribution of housework and childcare |
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| Students' self-worth protection and approaches to learning in higher education: predictors and consequences |
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| Same-Sex Family Networks and Groups: Meanings and Functions |
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| Same sex families and Spanish education system. A qualitative study |
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| Validation of the <i>Spanish Short Self</i>-<i>Regulation Questionnaire</i> (<i>SSSRQ</i>) through Rasch Analysis |
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| Teaching methodology in European Universities: Erasmus student's perception #,Metodología docente en las Universidades Europeas: La percepción de los erasmus |
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| The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in Science |
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| Learning Approaches and Reading Comprehension: The Role of Student Questioning and Prior Knowledge |
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| Teaching methodology in European universities: Erasmus student ' s perception |
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| Factor Structure of the Self-Regulation Questionnaire (SRQ) at Spanish Universities |
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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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| How regulatory teaching impacts university students' perceptions of the teaching-learning process: The role of teacher training |
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| Validation study of the scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S),Estudio de validación de la Escala para la Evaluación del Proceso de Enseñanza-Aprendizaje, Versión del estudiantes (EEPEA-E) |
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| Estudio de validación de la Escala para la Evaluación del Proceso de Enseñanza-Aprendizaje: versión del estudiantes (EEPEA-E) |
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| Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education,Percepción del proceso de enseñanza-aprendizaje y rendimiento académico en diferentes contextos instruccionales de la Educación superior |
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| Validation Study of the Scale for <i>Assessment of the Teaching-Learning Process</i>, Student Version (ATLP-S) |
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| SELF-REGULATED LEARNING AND TEACHING PROCESSES |
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| Confirmatory factor analysis of the PKBS-2 subscales for assessing social skills and behavioral problems in preschool education |
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| Perception of the teaching-learning process and academic achievement in diverse instructional contexts of Higher Education |
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| The impact of a course on bullying within the pre-service teacher training curriculum,Impacto de un curso sobre maltrato entre iguales en el currículum universitario del profesorado |
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| Impact of a course on peer abuse in the teacher's initial curriculum |
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| The impact of a course on bullying within the pre-service teacher training curriculum |
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| University students' achievement goals and approaches to learning in mathematics |
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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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| Learning approaches, self-regulation and achievement in three European universities |
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| Efectos de usar herramientas electrónicas en la mejora de la regulación del proceso enseñanza-aprendizaje |
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| The study of the expectations at the University: Analysis of empirical projects and future lines of investigation,El estudio de las expectativas en la universidad: Análisis de trabajos empíricos y futuras líneas de investigación |
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| The study of the expectations at the University: Analysis of empirical projects and future lines of investigation |
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| Relationships between teaching preferences and undergraduates' learning approaches |
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| Effects of using electronic tools in the improvement of regulation of the teaching-learning process |
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| Effects of using online tools in improving regulation of the teaching-learning process: TLPATM & pleyadetm |
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| The study of expectations at the university: Analysis of empirical works and future lines of investigation |
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| The gender perspective in teacher education: Innovating through psychological and cultural discourses |
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| BULLYING AMONG STUDENTS: KNOWLEDGE, PERCEPTIONS AND ATTITUDES OF FUTURE TEACHERS |
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| Enfoques de aprendizaje, percepción del proceso de enseñanza-aprendizaje y rendimiento de universitarios |
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| Estudio de los enfoques de aprendizaje en estudiantes de Magisterio y Psicopedagogía |
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| A study of approaches to learning in students of Educational and School Psychology |
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| Analysis of trainee teachers' learning: are their learning approaches in a continuum? |
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