Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students
Palabras clave :
SRL vs. ERL theory
Academic stress
Coping strategies
University, students
Fecha de publicación :
2020
Nota:
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)
Cita:
De la Fuente J, Amate J, González-Torres MC; et al. "Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students". Frontiers in psychology. 11 (22), 2020, 1 - 16
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