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Paul Sander [4]Paul E. Sander [1]
  1.  24
    The Role of Personal Self-Regulation and Regulatory Teaching to Predict Motivational-Affective Variables, Achievement, and Satisfaction: A Structural Model.Jesus De la Fuente, Lucía Zapata, Jose M. Martínez-Vicente, Paul Sander & María Cardelle-Elawar - 2015 - Frontiers in Psychology 6.
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    Effects of Self-Regulation Vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students.Jesús de la Fuente, Francisco Javier Peralta-Sánchez, Jose Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova & Lucía Zapata - 2020 - Frontiers in Psychology 11.
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    Differential Effects of Self- Vs. External-Regulation on Learning Approaches, Academic Achievement, and Satisfaction in Undergraduate Students.Jesús de la Fuente, Paul Sander, Douglas F. Kauffman & Meryem Yilmaz Soylu - 2020 - Frontiers in Psychology 11.
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  4. Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students.Jesús de la Fuente, Paul Sander, Angélica Garzón-Umerenkova, Manuel Mariano Vera-Martínez, Salvatore Fadda & Martha Leticia Gaetha - 2021 - Frontiers in Psychology 12.
    The combination of student Self-Regulation and the context of Regulatory Teaching, each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and (...)
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  5. Semantics and Psychology Part 2: The Conceptualization of Space.Anthony Sanford, Linda M. Moxey, Michael Harrington, Paul E. Sander, K. I. M. PwNxE1-R. & Anarol I. Strigin - 1994 - Journal of Semantics 11 (4):229.
     
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