Effects of factors of self-regulation vs. factors of external regulation of learning in self-regulated study |
|
Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students |
|
Validation of the Child and Youth Resilience Measure-28 (CYRM-28) among Spanish youth |
|
A proposed protocol for the registration of evidence-based Educational Psychology programs |
|
Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study |
|
Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University |
|
How has the COVID-19 crisis affected the academic stress of university students? The role of teachers and students |
|
The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults |
|
Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students |
|
Do Learning Approaches Set the Stage for Emotional Well-Being in College Students? |
|
Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students |
|
Implications of unconnected micro, molecular, and molar level research in psychology: The case of executive functions, self-regulation, and external regulation |
|
Characteristics, structure, and effects of an on-line tool for improvement in adolescents' competency for interaction with alcohol: The e-ALADO TM utility |
|
Self-Regulation Questionnaire (SRQ) in Spanish adolescents: Factor structure and rasch analysis |
|
A Review on the General Stability of Mood Disorder Diagnoses Along the Lifetime |
|
Satisfaction with the self-assessment of university students through e-Coping with academic stress utilityTM |
|
The adolescent's competency for interacting with alcohol as a determinant of intake: The role of self-regulation |
|
Relación entre el aprendizaje autorregulado (proceso), la satisfacción y el rendimiento con el engagement - bournout, (producto) |
|
Personal self-regulation, academic achievement, and satisfaction of learning (product) |
|
Martínez-Vicente, J.M. y Santamaría Fernández, P. (2013) Explora. Cuestionario para la Orientación vocacional y profesional. Madrid : TEA-Ediciones |
|
Validation Study of the Questionnaire on School Maladjustmet Problems (QSMP) |
|
Students' factors affecting undergraduates' perceptions of their teaching and learning process within ECTS experience |
|
Percepción del proceso de enseñanza-aprendizaje y rendimiento académico en diferentes contextos instruccionales de la Educación Superior |
|
Competencia aprender a aprender a través de la unidad didáctica "Números naturales y racionales" |
|
Autorregulación personal y percepción de los comportamientos escolares desadaptativos |
|
Improvement of the teaching-learning process through psychoeducational counseling |
|
Mejora del proceso de enseñanza-aprendizaje a través del asesoramiento psicoeducativo |
|
Improving the teaching-learning process through psychoeducational advising |
|
Valores sociopersonales y problemas de convivencia en la Educación Secundaria |
|
Sociopersonal values and coexistence problems in secondary education |
|
Hacia un desarrollo profesional convergente de la orientación escolar |
|
Toward converging professional preparation for school guidance |
|
Relationships between self-concept and academic achievement in primary students. |
|
A evaluación interactiva como estrategia reguladora del proceso de enseñanza-aprendizaje |
|
Relaciones entre el autoconcepto y el rendimiento académico, en alumnos de Educación Primaria |
|