GRUPO DE APRENDIZAJE ESCOLAR, DIFICULTADES Y RENDIMIENTO ACADÉMICO
ADIR
Universidad Central de Chile
Santiago de Chile, ChilePublications in collaboration with researchers from Universidad Central de Chile (14)
2022
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Living on a double-edged sword: Intergenerational perspectives of women from Gypsy groups about the influence of education on cultural identity
International Journal of Educational Research, Vol. 111
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“COVID-19 in Trials and Tribulations” Project: A Self-Regulation-Based Support Response for Confined Families through Social Networks
International Journal of Environmental Research and Public Health, Vol. 19, Núm. 3
2019
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First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement
Frontiers in Psychology, Vol. 10
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The impact of three types of writing intervention on students’ writing quality
PLoS ONE, Vol. 14, Núm. 7
2018
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Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality
Contemporary Educational Psychology, Vol. 53, pp. 168-180
2017
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Erratum to: Writing week-journals to improve the writing quality of fourth-graders’ compositions (Reading and Writing, (2017), 30, 5, (1009-1032), 10.1007/s11145-016-9710-4)
Reading and Writing
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Promoting Gypsy children's behavioural engagement and school success: Evidence from a four-wave longitudinal study
British Educational Research Journal, Vol. 43, Núm. 3, pp. 554-571
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Writing week-journals to improve the writing quality of fourth-graders’ compositions
Reading and Writing, Vol. 30, Núm. 5, pp. 1009-1032
2016
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"My child has cerebral palsy": Parental involvement and children's school engagement
Frontiers in Psychology, Vol. 7, Núm. NOV
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Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning
Contemporary Educational Psychology, Vol. 47, pp. 84-94
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Studying while doing time: Understanding inmates' conceptions of learning
British Educational Research Journal, Vol. 42, Núm. 1, pp. 151-167
2015
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The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design
Frontiers in Psychology, Vol. 6, Núm. OCT
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Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain
Higher Education Research and Development, Vol. 34, Núm. 1, pp. 173-187
2014
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Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling
European Journal of Psychology of Education, Vol. 29, Núm. 4, pp. 577-601