The influence of perceived family supports and barriers on personal variables in a Spanish sample of secondary school science-technology students

dc.contributor.author	García Pérez, Omar
dc.contributor.author	Inda Caro, Mercedes
dc.contributor.author	Fernández García, Carmen María
dc.contributor.author	Torío López, Susana
dc.date.accessioned	2020-04-29T10:56:20Z
dc.date.available	2020-04-29T10:56:20Z
dc.date.issued	2019
dc.identifier.citation	International Journal of Science Education, 42(1), p. 70-88 (2019); doi:10.1080/09500693.2019.1701216
dc.identifier.issn	0950-0693
dc.identifier.uri	http://hdl.handle.net/10651/54459
dc.description.sponsorship	This article is based on work supported by the Ministry of Economy and Competitiveness (Spain) (EDU-2010-17233).
dc.format.extent	p. 70-88
dc.language.iso	eng
dc.relation.ispartof	International Journal of Science Education
dc.rights	© 2019 Taylor & Francis
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076405158&doi=10.1080%2f09500693.2019.1701216&partnerID=40&md5=32c35693e4e553e5bac9b04f5f603cfb
dc.title	The influence of perceived family supports and barriers on personal variables in a Spanish sample of secondary school science-technology students
dc.type	journal article
dc.identifier.doi	10.1080/09500693.2019.1701216
dc.relation.projectID	MINECO/EDU-2010-17233
dc.relation.publisherversion	http://dx.doi.org/10.1080/09500693.2019.1701216

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