| dc.contributor.author | Rosário, Pedro José Sales Luís de Fonseca | |
| dc.contributor.author | Núñez Pérez, José Carlos | |
| dc.contributor.author | Ferrando, Pere J. | |
| dc.contributor.author | Paiva, Olimpia | |
| dc.contributor.author | Lourenço, Abilio | |
| dc.contributor.author | Cerezo Menéndez, Rebeca | |
| dc.contributor.author | Valle Arias, Antonio | |
| dc.date.accessioned | 2013-08-27T09:55:46Z | |
| dc.date.available | 2013-08-27T09:55:46Z | |
| dc.date.issued | 2013 | |
| dc.identifier.citation | Metacognition and Learning, 8(1), p. 47-77 (2013); doi:10.1007/s11409-013-9095-6 | |
| dc.identifier.issn | 1556-1623 | |
| dc.identifier.issn | 1556-1631 | |
| dc.identifier.uri | http://hdl.handle.net/10651/18385 | |
| dc.format.extent | p. 47-77 | |
| dc.language.iso | eng | |
| dc.relation.ispartof | Metacognition and Learning | |
| dc.source | SCOPUS | |
| dc.title | The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school | eng |
| dc.type | journal article | |
| dc.identifier.local | 20130105 | |
| dc.identifier.doi | 10.1007/s11409-013-9095-6 | |
| dc.relation.publisherversion | http://dx.doi.org/10.1007/s11409-013-9095-6 | |
