Publicación: Escala de Necesidades Psicológicas Básicas: adaptación al ámbito educativo en una muestra de adolescentes argentinos.
dc.contributor.author | Schönfeld, Fátima Soledad | spa |
dc.contributor.author | Mesurado, María Belén | spa |
dc.date.accessioned | 2020-12-31 00:00:00 | |
dc.date.accessioned | 2022-06-14T21:02:20Z | |
dc.date.available | 2020-12-31 00:00:00 | |
dc.date.available | 2022-06-14T21:02:20Z | |
dc.date.issued | 2020-12-31 | |
dc.format.mimetype | application/pdf | spa |
dc.identifier.doi | 10.33881/2027-1786.rip.13313 | |
dc.identifier.eissn | 2500-6517 | |
dc.identifier.issn | 2027-1786 | |
dc.identifier.uri | https://repositorio.ibero.edu.co/handle/001/3915 | |
dc.identifier.url | https://doi.org/10.33881/2027-1786.rip.13313 | |
dc.language.iso | spa | spa |
dc.publisher | ĬbērAM | spa |
dc.relation.bitstream | https://reviberopsicologia.ibero.edu.co/article/download/rip.13313/1671 | |
dc.relation.citationedition | Núm. 3 , Año 2020 : Revista Iberoamericana de Psicología | spa |
dc.relation.citationendpage | 229 | |
dc.relation.citationissue | 3 | spa |
dc.relation.citationstartpage | 217 | |
dc.relation.citationvolume | 13 | spa |
dc.relation.ispartofjournal | Revista Iberoamericana de Psicología | spa |
dc.relation.references | Balaguer, I., Castillo, I., & Duda, J. L. (2008). Apoyo a la autonomía, satisfacción de las necesidades, motivación y bienestar en deportistas de competición: un análisis de la teoría de la Autodeterminación. Revista de Psicología del Deporte, 17(1), 123-139. Recuperado de: https://www.redalyc.org/pdf/2351/235119246002.pdf | spa |
dc.relation.references | Bassi, M. & DelleFave, A. (2011). Optimal experience and self-determination at school: joining perspectives. Motivation and Emotion, 36, 425-438. Recuperado de: https://link.springer.com/article/10.1007/s11031-011-9268-z | spa |
dc.relation.references | Black, A. E. & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science education, 84(6), 740-756. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1002/1098-237X%28200011%2984%3A6%3C740%3A%3AAID-SCE4%3E3.0.CO%3B2-3 | spa |
dc.relation.references | Bresó, E., Llorens, S., & Salanova, M. (2005). Creencias de eficacia académica y engagement en estudiantes universitarios. Jornades de Foment de la Investigació, 1-8. Recuperado de: http://hdl.handle.net/10234/79330 | spa |
dc.relation.references | Byrne, B. M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (multivariate applications series). New York: Taylor & Francis Group, 396, 7384. https://doi.org/10.4324/9780203805534 | spa |
dc.relation.references | Campo-Arias, A., & Oviedo, H. C. (2008). Propiedades psicométricas de una escala: la consistencia interna. Revista de salud pública, 10, 831-839. Recuperado de: https://www.scielosp.org/article/rsap/2008.v10n5/831-839/ | spa |
dc.relation.references | Caraway, K., Tucker, C., Reinke, W., & Hall, C. (2003). Self-efficacy, goal orientation and fear of failure, as predictors of school compromise in high school students. Psychology in the Schools, 40(4), 417-427. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.10092 | spa |
dc.relation.references | Castro Solano, A. (2009). El bienestar psicológico: cuatro décadas de progreso. Revista Interuniversitaria de Formación del Profesorado, 66(23), 43-72. Recuperado de: https://www.redalyc.org/pdf/274/27419066004.pdf | spa |
dc.relation.references | Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155. Recuperado de: https://psycnet.apa.org/record/1992-37683-001 | spa |
dc.relation.references | Connell, J. P. (1990). Context, self and action: A motivational analysis of self-system process across the life span. En D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp.61-97). Chicago: University of Chicago Press. Recuperado de: https://psycnet.apa.org/record/1991-97339-003 | spa |
dc.relation.references | Contreras, F., Espinosa, J., Esguerra, G., Haikal, A., Polanía, A., & Rodríguez, A. (2005). Autoeficacia, ansiedad y rendimiento académico en adolescentes. Diversitas, 1 (2), 183-194. doi: https://www.redalyc.org/pdf/679/67910207.pdf | spa |
dc.relation.references | DeCharms, R. (1968). Personal causation. New York: Academic Press. Deci, E. & Ryan, R. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49(3), 182–185. Recuperado de: https://psycnet.apa.org/record/2008-10897-002 | spa |
dc.relation.references | Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Recuperado de: Recuperado de: https://link.springer.com/book/10.1007/978-1-4899-2271-7 | spa |
dc.relation.references | Deci, E. L. & Ryan, R. M. (1987). The support of autonomy and the control of behavior, Journal of Personality and Social Psychology, 53, 1024-1037. Recuperado de: https://psycnet.apa.org/record/1988-07453-001 | spa |
dc.relation.references | Deci, E. L. & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 1, 227-268. Recuperado de: https://www.tandfonline.com/doi/abs/10.1207/S15327965PLI1104_01 | spa |
dc.relation.references | Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165–183. Recuperado de: https://www.sciencedirect.com/science/article/abs/pii/S1041608096900138 | spa |
dc.relation.references | Deci, E., Ryan, R., Gagné, M., Leone, D., Usunov, J., & Kornazheva, B. (2001). Need Satisfaction, Motivation, and Well-Being in the Work Organizations of a Former Eastern Bloc Country: A Cross-Cultural Study of Self-Determination. Personality and Social Psychology Bulletin, 27(8), 930-942. Recuperado de: https://journals.sagepub.com/doi/10.1177/0146167201278002 | spa |
dc.relation.references | Diseth, Å., Breidablik, H. J., & Meland, E. (2018). Longitudinal relations between perceived autonomy support and basic need satisfaction in two student cohorts. Educational Psychology, 38(1), 99-115. Recuperado de: https://www.tandfonline.com/doi/abs/10.1080/01443410.2017.1356448 | spa |
dc.relation.references | Ellias, S. & Ross, J. (2002). Utilizing Need for Cognition and Perceived SelfEfficacy to Predict Academic Performance. Journal of Applied Social Psychology, 32 (8), 1687-1702. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.2002.tb02770.x | spa |
dc.relation.references | Fedesco, H. N., Bonem, E. M., Wang, C., & Henares, R. (2019). Connections in the classroom: Separating the effects of instructor and peer relatedness in the basic needs satisfaction scale. Motivation and Emotion, 43(5), 758-770. Recuperado de: https://www.researchgate.net/publication/332479891_Connections_in_the_classroom_Separating_the_effects_of_instructor_and_peer_relatedness_in_the_basic_needs_satisfaction_scale Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del psicólogo, 31(1), 18-33. Recuperado de: https://www.redalyc.org/pdf/778/77812441003.pdf | spa |
dc.relation.references | Fuentes, M., Jurado, M., Martín, A., Martínez, Á., Márquez, M., & Linares, J. (2018). Autoeficacia y Engagement en estudiantes de Ciencias de la Salud y su relación con la autoestima. Publicaciones, 48(1), 161-172. Recuperado de: https://digibug.ugr.es/handle/10481/52189?locale-attribute=en | spa |
dc.relation.references | Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behaviour engagement. Motivation and Emotion, 27, 199–223. Recuperado de: https://link.springer.com/article/10.1023/A:1025007614869 | spa |
dc.relation.references | Girelli, L., Cavicchiolo, E., Lucidi, F., Cozzolino, M., Alivernini, F., & Manganelli, S. (2019). Psychometric properties and validity of a brief scale measuring basic psychological needs satisfaction in adolescents. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (20), 215-229. Recuperado de: https://www.ledonline.it/index.php/ECPS-Journal/article/view/1831 | spa |
dc.relation.references | González-Cutre, D., Sierra, A. C., Montero-Carretero, C., Cervelló, E., Esteve-Salar, J., & Alonso-Álvarez, J. (2015). Evaluación de las propiedades psicométricas de la Escala de Satisfacción de las Necesidades Psicológicas Básicas en General con adultos españoles. Terapia psicológica, 33(2), 81-92. Recuperado de: https://scielo.conicyt.cl/scielo.php?script=sci_abstract&pid=S0718-48082015000200003&lng=en&nrm=iso | spa |
dc.relation.references | Huéscar, E. & Moreno-Murcia, J. A. (2012). Relación del tipo de feed-back del docente con la percepción de autonomía del alumnado en clases de educación física. Infancia y Aprendizaje, 35, 87–98. Recuperado de: https://www.tandfonline.com/doi/abs/10.1174/021037012798977449 | spa |
dc.relation.references | Ilardi, B. C., Leone, D., Kasser, T., & Ryan, R. M. (1993). Employee and supervisor ratings of motivation: Main effects and discrepancies associated with job satisfaction and adjustment in a factory setting 1. Journal of applied social psychology, 23(21), 1789-1805. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.1993.tb01066.x | spa |
dc.relation.references | Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: teaching in students' preferred ways. The Journal of Experimental Education, 84(4), 686-701. https://www.tandfonline.com/doi/abs/10.1080/00220973.2015.1083522?journalCode=vjxe20 | spa |
dc.relation.references | Johnston, M. M. & Finney, S. J. (2010). Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale. Contemporary Educational Psychology, 35, 280-296. Recuperado de: https://www.sciencedirect.com/science/article/abs/pii/S0361476X10000111 | spa |
dc.relation.references | Kasser, T., Davey, J., & Ryan, R. M. (1992). Motivation and employee-supervisor discrepancies in a psychiatric vocational rehabilitation setting. Rehabilitation Psychology, 37(3), 175. Recuperado de: https://psycnet.apa.org/doiLanding?doi=10.1037%2Fh0079104 Katz, M. H. (2006). Multivariable analysis. Second edition. Cambridge: Cambridge University Press. p. 81-87. Recuperado de: https://www.cambridge.org/core/books/multivariable-analysis/A21314127A542559C7EF925C06F0436E | spa |
dc.relation.references | Kındap-Tepe, Y., & Aktaş, V. (2019). The mediating role of needs satisfaction for prosocial behavior and autonomy support. Current Psychology, 1-13. Recuperado de: https://psycnet.apa.org/record/2019-64553-001 | spa |
dc.relation.references | Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. Third Edition. The Guilford Press. Recuperado de: http://repositorii.urindo.ac.id/repository2/files/original/b82f02562dfda5b0847b54046b85128bd7a5836a.pdf | spa |
dc.relation.references | Kohler, J. (2009). Rendimiento académico asociado a la autoeficacia de estudiantes de 4to. y 5to. año de secundaria de un colegio nacional de Lima. Cultura, 23, 101-119. Recuperado de: https://www.revistacultura.com.pe/revistas/RCU_23_1_rendimiento-academico-asociado-a-la-autoeficacia-de-estudiantes-de-4to-y-5to-ano-de-secundaria-de-un-colegio-nacional-de-lima.pdf | spa |
dc.relation.references | Kosmala-Anderson, J. P., Wallace, L. M., & Turner, A. (2010). Confidence matters: A self-Determination Theory study of factors determining compromiso in self-management support of UK clinicians. Psychology, Health & Medicine, 15(4), 478-491. Recuperado de: Recuperado de: https://www.tandfonline.com/doi/abs/10.1080/13548506.2010.487104 | spa |
dc.relation.references | La Guardia, J. G., Ryan, R. M., Couchman, C., & Deci, E. L. (2000). Within-person variations in attachment style and their relations to psychological need satisfaction. Journal of Personality and Social Psychology, 79, 367–384. Recuperado de: https://psycnet.apa.org/record/2000-05317-005 McNeish, D. (2017). Thanks coefficient alpha, we'll take it from here. Psychological Methods. Recuperado de: https://pubmed.ncbi.nlm.nih.gov/28557467/ | spa |
dc.relation.references | Mesurado, B., Richaud, M.C., & Mateo, J. N. (2016). Engagement, flow, self-efficacy, and eustress of university students: a cross-national comparison between the Philippines and Argentina. The Journal of Psychology, 150(3), 281-299. Recuperado de: https://www.tandfonline.com/doi/abs/10.1080/00223980.2015.1024595?journalCode=vjrl20 Muñiz, J., Elosua, P. & Hambleton, R.H. (2013). Directrices para la traducción y adaptación de los test. (2a ed.). Psicothema, 25, 149-155. Recuperado de: http://www.psicothema.com/psicothema.asp?id=4093 | spa |
dc.relation.references | Ng, J. Y. Y., Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-determination theory applied to health contexts: A meta-analysis. Perspectives on Psychological Science, 7, 325-340. Recuperado de: https://journals.sagepub.com/doi/10.1177/1745691612447309 | spa |
dc.relation.references | Niemec, C. P. & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to de educational practice. Theory and Research in Education, 7(2), 133-144. Recuperado de: https://selfdeterminationtheory.org/wp-content/uploads/2014/04/2009_NiemiecRyan_TRE.pdf | spa |
dc.relation.references | Reis, H., Sheldon, K., Gable, S., Roscoe, J., & Ryan, R. (2000). Daily well-being: The role of autonomy, competence and relatedness. Personality and Social Psychology Bulletin, 26, 419-435. Recuperado de: https://journals.sagepub.com/doi/10.1177/0146167200266002 | spa |
dc.relation.references | Ryan, M. R., Connell, J. P., & Grolnick, W. S. (1992). When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school. En A. K. Boggiano y T. S. Pittman (Eds.), Achievement and motivation. A social-developmental perspective (pp. 167-188). New York: Cambridge University Press. Recuperado de: https://psycnet.apa.org/record/1993-97347-007 | spa |
dc.relation.references | Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55, 68-78. Recuperado de: https://pubmed.ncbi.nlm.nih.gov/11392867/ | spa |
dc.relation.references | Ryan, R. M. & Deci, E. L. (2002). Overview of Self-Determination Theory: An organismic dialectical perspective. En E. L. Deci, y R. M. Ryan, (Eds.), Handbook of Self-Determination Research. Rochester: The University of Rochester Press, 3-33. Recuperado de: http://www.elaborer.org/cours/A16/lectures/Ryan2004.pdf | spa |
dc.relation.references | Ryan, R. M. & Frederick, C. M. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529-565. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-6494.1997.tb00326.x | spa |
dc.relation.references | Ryan, R. M. & Lynch, J. (1989). Emotional autonomy versus detachment: Revisiting the vicissitudes of adolescence and young adulthood. Child Development, 60, 340–356. Recuperado de: https://www.jstor.org/stable/1130981 | spa |
dc.relation.references | Ryan, R. M. & Solky, J. (1996). What is supportive about social-support? On the psychological needs for autonomy and relatedness. En G. R. Pierce, B. K. Sarason y I. G. Sarason (Eds.), Handbook of social support and the family. New York: Plenum, 249–267. Recuperado de: https://link.springer.com/chapter/10.1007/978-1-4899-1388-3_11 | spa |
dc.relation.references | Saeki, E., & Quirk, M. (2015). Getting students engaged might not be enough: The importance of psychological needs satisfaction on social-emotional and behavioral functioning among early adolescents. Social Psychology of Education, 18(2), 355- 371. Recuperado de: https://www.researchgate.net/publication/272887194_Getting_students_engaged_might_not_be_enough_The_importance_of_psychological_needs_satisfaction_on_social-emotional_and_behavioral_functioning_among_early_adolescents | spa |
dc.relation.references | Salanova, M., Bresó, E., & Schaufeli, W. B. (2005). Hacia un modelo espiral de las creencias de eficacia en el estudio del burnout y del compromiso. Ansiedad y Estrés, 11, 215-231. Recuperado de: https://d1wqtxts1xzle7.cloudfront.net/41022747/ANSIEDAD_Y_ESTRES.pdf | spa |
dc.relation.references | Salanova, M., Cifre, E., GRAU, R., Llorens, S., & Martínez, I. M. (2005). Antecedentes de la autoeficacia en profesores y estudiantes universitarios: Un modelo causal. Revista de Psicología del Trabajo y de las Organizaciones, 21(1-2). Recuperado de: https://www.redalyc.org/pdf/2313/231317039010.pdf | spa |
dc.relation.references | Salanova, M., Schaufeli, W. B., Llorens, S., Peiró, J. M., & Grau, R. (2000). Desde el «burnout» al «compromiso»: ¿una nueva perspectiva? Revista de Psicología del Trabajo y las Organizaciones, 16, 117-134. Recuperado de: https://journals.copmadrid.org/jwop/art/7c590f01490190db0ed02a5070e20f01 | spa |
dc.relation.references | Savitri, J., Setyono, I. L., Cahyadi, S., & Srisayekti, W. (2018). The role of parental involvement in student’s academic achievement through basic needs satisfaction and school engagement: Construct development. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 1(1), 255-263. Recuperado de: https://psycnet.apa.org/record/2017-55463-032 | spa |
dc.relation.references | Schaufeli, W. B., Martínez, I., Marqués-Pinto, A., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-cultural Studies, 33, 464-481. Recuperado de: https://journals.sagepub.com/doi/10.1177/0022022102033005003 | spa |
dc.relation.references | Seligman, M. E. & Csikszentmihalyi, M. (2000). Positive psychology. An Introduction. American Psychologist, 55, 5-14. Recuperado de: https://www.researchgate.net/publication/11946304_Positive_Psychology_An_Introduction | spa |
dc.relation.references | Sheldon, K. M. & Hilpert, J. C. (2012). The balanced measure of psychological needs (BMPN) scale: An alternative domain general measure of need satisfaction. Motivation and Emotion, 36, 439-451. Recuperado de: https://link.springer.com/article/10.1007/s11031-012-9279-4 | spa |
dc.relation.references | Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What’s satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80, 325-339. Recuperado de: https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.80.2.325 | spa |
dc.relation.references | Sheldon, K., Ryan, R., & Reis, H. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 66-84. Recuperado de: https://journals.sagepub.com/doi/10.1177/01461672962212007 | spa |
dc.relation.references | Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. The British Journal of Educational Psychology, 75, 411–433. Recuperado de: https://bpspsychub.onlinelibrary.wiley.com/doi/abs/10.1348/000709904X22359 | spa |
dc.relation.references | Taylor, I. M. & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99, 747–760. Recuperado de: https://psycnet.apa.org/record/2007-17712-005 | spa |
dc.relation.references | Vallerand, R. J. & Verner-Filion, J. (2013). Making people’s life most worth living: On the importance of passion for positive psychology. Terapia Psicológica, 31, 35-48. Recuperado de: https://www.redalyc.org/pdf/785/78525710004.pdf | spa |
dc.relation.references | Vázquez, C. & Hervás, G. (Eds.) (2008). Psicología Positiva aplicada. Bilbao: Desclée de Brower. Recuperado de: https://www.ucm.es/data/cont/docs/3-2013-02-18-8-SALUD%20MENTAL%20POSITIVA.pdf | spa |
dc.relation.references | Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678- 691. Recuperado de: https://psycnet.apa.org/record/1993-25585-001 | spa |
dc.relation.references | Zhang, T., Solmon, M. A., Kosma, M., Carson, R. L., & Gu, X. (2011). Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students self-determination theory. Journal of Teaching in Physical Education, 30, 51–68. Recuperado de: https://journals.humankinetics.com/view/journals/jtpe/30/1/article-p51.xml | spa |
dc.relation.references | Zhen, R., Liu, R., Ding, Y., Liu, Y., Wang, J., & Xu, L. (2016). The moderating role of intrinsic value in the relation between psychological needs support and academic engagement in mathematics among chinese adolescent students. International Journal of Psychology. Advance online publication. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1002/ijop.12374 | spa |
dc.relation.references | Zimmerman, B. & Kitsantas, A. (2005). Homework practice and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporany Educational Psychology, 30(4), 397-417. Recuperado de: https://psycnet.apa.org/record/2005-14117-001 | spa |
dc.rights | Corporación Universitaria Iberoamericana - 2021 | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | spa |
dc.source | https://reviberopsicologia.ibero.edu.co/article/view/rip.13313 | spa |
dc.subject | Psychological basical needs | eng |
dc.subject | Necesidades psicológicas básicas | spa |
dc.subject | Necessidades psicológicas básicas | por |
dc.subject | Adaptation | eng |
dc.subject | Confirmatory factor analysis | eng |
dc.subject | Education | eng |
dc.subject | Adolescents | eng |
dc.subject | Academic engagement | eng |
dc.subject | Adaptación | eng |
dc.subject | Análisis factorial confirmatorio | spa |
dc.subject | Educación | spa |
dc.subject | Adolescentes | spa |
dc.subject | Compromiso académico | spa |
dc.subject | Adaptação | por |
dc.subject | nálise fatorial confirmatória | por |
dc.subject | Educação | por |
dc.subject | Adolescentes | por |
dc.subject | Compromisso acadêmico | por |
dc.title | Escala de Necesidades Psicológicas Básicas: adaptación al ámbito educativo en una muestra de adolescentes argentinos. | spa |
dc.title.translated | Psychological Basical Needs Scale: adaptation to the educational field in a sample of Argentine adolescents. | eng |
dc.type | Artículo de revista | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_6501 | spa |
dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/article | spa |
dc.type.local | Artículo de revista | spa |
dc.type.local | Journal article | eng |
dc.type.redcol | http://purl.org/redcol/resource_type/ARTREF | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
dspace.entity.type | Publication |