| Self- vs. External-Regulation Behavior Scale<sup>TM</sup> in different psychological contexts: A validation study |
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| EXPERIENCES AND EMOTIONS ON PROCRASTINATION IN UNIVERSITY STUDENTS WITH DIFFERENT LEVELS OF ACADEMIC RISK,EXPERIENCIAS Y EMOCIONES SOBRE LA PROCRASTINACIÓN EN ALUMNADO UNIVERSITARIO CON DIFERENTES NIVELES DE RIESGO ACADÉMICO |
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| Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being |
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| Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students |
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| Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age |
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| Hacia mejores prácticas en el aprendizaje en línea: fomento de la autorregulación del alumnado |
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| Evidencia de validez de la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) |
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| Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
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| Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing |
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| Rasgos demográficos, académicos y personales asociados a tres tipos de procrastinación en el alumnado universitario |
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| Why do university students procrastinate? An analysis of the reasons and characterization of students with different reasons for procrastination,¿por que procrastina el alumnado universitario? Analisis de motivos y caracterizacion del alumnado con diferentes tipos de motivaciones |
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| Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students |
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| Structural equation model (SEM) of stroke mortality in Spanish inpatient hospital settings: The role of individual and contextual factors |
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| Self-Regulation Questionnaire (SRQ) in Spanish adolescents: Factor structure and rasch analysis |
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| Satisfaction with the self-assessment of university students through e-Coping with academic stress utilityTM |
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| Invarianza factorial del burnout académico para estudiantes hispanohablantes |
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| A linear empirical model of self-regulation on flourishing, health, procrastination, and achievement, among university students |
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| Academic Procrastination In Non-Traditional College Students |
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| Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch analysis |
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| Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students |
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| Academic procrastination in non-traditional college students |
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| The adolescent's competency for interacting with alcohol as a determinant of intake: The role of self-regulation |
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| Psychometric properties of the TMBS Questionnaire for university students,Propiedades psicométricas del TMBS en universitarios |
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| Time Management and Procrastination in High Education |
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| The role of academic procrastination as factor of university abandonment |
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| Gestión del tiempo en alumnado universitario con diferentes niveles de rendimiento académico |
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| Factorial structure and psychometric properties of the Time Management Behavior Scale (TMBS) in Colombian college students,Estructura factorial y propiedades psicométricas de la Time Management Behavior Scale (TMBS) en población universitaria colombiana |
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| Psychometric Properties of the Spanish Version of the Test Procrastination Assessment Scale-Students (PASS) |
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| Propiedades psicométricas y dimensionalidad de la "Flourishing Scale" en población de habla hispana |
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| Acrylamide levels in selected Colombian foods |
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