The influence of perceived teacher and peer supports and barriers in female Spanish engineering undergraduates through their own voices

dc.contributor.author	Inda Caro, Mercedes
dc.contributor.author	Viñuela Hernández, María Paulina
dc.contributor.author	Martínez García, María Lindsay
dc.contributor.author	García Pérez, Omar
dc.date.accessioned	2023-04-25T10:13:08Z
dc.date.available	2023-04-25T10:13:08Z
dc.date.issued	2022
dc.identifier.citation	School Science and Mathematics, 122(6), p. 324-338 (2022); doi:10.1111/ssm.12547
dc.identifier.issn	0036-6803
dc.identifier.uri	http://hdl.handle.net/10651/67614
dc.format.extent	p. 324-338
dc.language.iso	eng
dc.relation.ispartof	School Science and Mathematics
dc.rights	© 2022 The authors. School Science and Mathematicspublished by Wiley Periodicals LLC on behalf of School Science and Mathematics Association
dc.rights	CC Reconocimiento - No Comercial - Sin Obra Derivada 4.0 Internacional
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138688436&doi=10.1111%2fssm.12547&partnerID=40&md5=266c8c4bb62c69ba86be85feb2b0e28d
dc.title	The influence of perceived teacher and peer supports and barriers in female Spanish engineering undergraduates through their own voices
dc.type	journal article
dc.identifier.doi	10.1111/ssm.12547
dc.local.notes	OA ATUO22
dc.relation.publisherversion	http://dx.doi.org/10.1111/ssm.12547
dc.rights.accessRights	open access
dc.type.hasVersion	VoR

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