The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school

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

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