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Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students
The SRL vs. ERL Theory(TM) predicts that regulation-related factors in the student and in the context combine to determine the student’s levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies....
| Autores principales: | , , , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Frontiers Media S.A.
2020
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7005059/ https://www.ncbi.nlm.nih.gov/pubmed/32082213 http://dx.doi.org/10.3389/fpsyg.2020.00022 |