Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

1. de la Fuente, J.
2. Amate, J.
3. González-Torres, M.C.
4. Artuch, R.
5. García-Torrecillas, J.M.
6. Fadda, S.

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DOI: 10.3389/FPSYG.2020.00022 GOOGLE SCHOLAR lock_openOpen access editor

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