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El papel mediador de la autoeficacia y el impacto moderador del clima organizacional: un estudio de caso para mejorar el bienestar docente a través del liderazgo y el trabajo significativo
Triwiyanto, Wahyudi, Rokhman, Fathur, Sutarto, Joko, Suminar, Tri
Published in Retos (Madrid) (01.01.2025)
Published in Retos (Madrid) (01.01.2025)
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Statistical power of latent growth curve models to detect quadratic growth
Diallo, Thierno M. O., Morin, Alexandre J. S., Parker, Philip D.
Published in Behavior research methods (01.06.2014)
Published in Behavior research methods (01.06.2014)
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Pre-Service Teachers’ Perception of Programming Education
Sanusi, Ismaila Temitayo, Cudjoe, Enoch Shadrack, Ayanwale, Musa Adekunle, Adepoju, Bisola
Published in SAGE open (01.01.2025)
Published in SAGE open (01.01.2025)
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Ignoring individual differences in times of assessment in growth curve modeling
Coulombe, Patrick, Selig, James P., Delaney, Harold D.
Published in International journal of behavioral development (01.01.2016)
Published in International journal of behavioral development (01.01.2016)
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The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and The University Supports On First-Year University Student’s Satisfaction: A Structural Equation Model
Nugraha, Ikmanda, Suratno, Tatang, Kadarohman, Asep, Widodo, Ari, Darmawan, I Gusti
Published in Journal of science learning (Online) (11.03.2020)
Published in Journal of science learning (Online) (11.03.2020)
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Religious Affiliation and Religiosity and Their Impact on Scientific Beliefs in the United States
JENSEN, JAMIE L., MANWARING, KATIE F., GILL, RICHARD A., SUDWEEKS, RICHARD S., DAVIES, RANDALL S., OLSEN, JOSEPH A., PHILLIPS, ANDREA J., BYBEE, SETH M.
Published in Bioscience (01.04.2019)
Published in Bioscience (01.04.2019)
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Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next
Vasalampi, Kati, Muotka, Joona, Malmberg, Lars‐Erik, Aunola, Kaisa, Lerkkanen, Marja‐Kristiina
Published in British journal of educational psychology (01.09.2021)
Published in British journal of educational psychology (01.09.2021)
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