Cita APA

Fuente-Arias, J. (. d. l., Amate-Romera, J. (., González-Torres, M. (. C., Artuch-Garde, R. (., García-Torrecillas, J. (. M., & Fadda, S. (. (2020). Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students.

Citación estilo Chicago

Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e, J. (Jorge)|||/items/415cc29b-a3ce-4c42-b275-89924a8b75f1 Amate-Romera, M.C. (María Carmen)|||/items/181eaf2f-7e89-4584-a070-61693e9519bb González-Torres, R. (Raquel)|||/items/aa692761-db9b-496c-8856-b5c8b3a8de79 Artuch-Garde, J.M. (Juan Manuel)|||/items/1d95f941-dbfa-44c6-913a-15007f9176f4 García-Torrecillas, y S. (Salvatore)|||/items/5697a0ee-d6e5-4119-a446-ebc2946a9104 Fadda. Effects of Levels of Self-regulation and Regulatory Teaching On Strategies for Coping With Academic Stress in Undergraduate Students. 2020.

Cita MLA

Fuente-Arias, J. (Jesús) de la|||/items/c06cbdef-3b6e-4f71-80f3-3a57f432d45e, et al. Effects of Levels of Self-regulation and Regulatory Teaching On Strategies for Coping With Academic Stress in Undergraduate Students. 2020.