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Rafael García Ros
Rafael García Ros
Dpt. Educational Psychology, University of Valencia
Adresă de e-mail confirmată pe uv.es
Titlu
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Academic stress in first-year college students. Revista Latinoamericana de Psicología, 44(2), 143-154.
LA García-Ros, R., Pérez-González, F., Pérez-Blasco, J., & Natividad
Revista Latinoamericana de Psicología 44 (2), 143-154, 2012
599*2012
La psicología del desarrollo moral: Historia, teoría e investigación actual
E Pérez-Delgado, R García-Ros
Siglo XXI de España, 1991
1951991
Validez predictiva e incremental de las habilidades de autorregulación sobre el éxito académico en la universidad
R García-Ros, F Pérez-González
Revista de Psicodidáctica 16 (2), 231-250, 2011
1482011
Análisis y validación de una rúbrica para evaluar habilidades de presentación oral en contextos universitarios
R García Ros
Electronic Journal of Research in Educational Psychology 9 (3), 1043-1062, 2011
142*2011
Assessing Time Management Skills as an Important Aspect of Student Learning: The Construction and Evaluation of a Time Management Scale with Spanish High School Students
R García-Ros, F Pérez-González, E Hinojosa
School Psychology International 25 (2), 167-183, 2004
1162004
Spanish version of the time management behavior questionnaire for university students
R García-Ros, F Pérez-González
The Spanish Journal of Psychology 15 (3), 1485-1494, 2012
1002012
Aprendizaje y desarrollo de la personalidad
E Vidal-Abarca Gámez, R García Ros, F Pérez González
Alianza Editorial, 2010
98*2010
Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents
MC Fuentes, R García-Ros, F Pérez-González, D Sancerni
International journal of environmental research and public health 16 (15), 2778, 2019
852019
Teachers' interpersonal self-efficacy: evaluation and predictive capacity of teacher burnout.
R García Ros, MC Fuentes, B Fernández
Electronic Journal of Research of Educational Psychology 13 (3), 483-502, 2015
77*2015
Social interaction learning strategies, motivation, first-year students’ experiences and permanence in university studies
R García-Ros, F Pérez-González, F Cavas-Martínez, JM Tomás
Educational Psychology 38 (4), 451-469, 2018
752018
Self-concept in China: validation of the Chinese version of the five-factor self-concept (AF5) questionnaire
F Chen, OF Garcia, MC Fuentes, R Garcia-Ros, F Garcia
Symmetry 12 (5), 798, 2020
672020
Development and validation of the questionnaire of academic stress in secondary education: Structure, reliability and nomological validity
R García-Ros, F Pérez-González, JM Tomás
International journal of environmental research and public health 15 (9), 2023, 2018
592018
Análisis de la gestión del tiempo académico de los estudiantes de nuevo ingreso en la titulación de psicología: capacidad predictiva y análisis comparativo entre dos …
R García Ros, F Pérez González, I Talaya González, E Martínez Díaz
Universidad de Extremadura, Servicio de Publicaciones, 2008
56*2008
New university students instructional preferences and how these relate to learning styles and motivational strategies
R García-Ros, F Pérez, I Talaya
Electronic Journal of Research in Educational Psychology 6 (3), 547-570, 2008
52*2008
Estrategias de aprendizaje y enseñanza del inglés como segunda lengua en contextos formales
R García-Ros, F Pérez-González, T Martínez, V Alfonso
Revista de Educación 316, 257-269, 1998
481998
Effects of pre-college variables and first-year engineering students’ experiences on academic achievement and retention: a structural model
R García-Ros, F Pérez-González, F Cavas-Martínez, JM Tomás
International Journal of Technology and Design Education 29, 915-928, 2019
472019
Análisis del estrés académico en la adolescencia: Efectos del nivel educativo y del sexo en Educación Secundaria Obligatoria
R García-Ros, F Pérez-González, MCFD DOI
Informació Psicológica 110, 2-12, 2016
472016
Efectos de interacción en la predicción del abandono en los estudios de Psicología
MF Rodrigo, JG Molina, R García Ros, F Pérez González
Anales de Psicología 28 (1), 113-119, 2012
47*2012
Analyzing when parental warmth but without parental strictness leads to more adolescent empathy and self-concept: Evidence from Spanish homes
MC Fuentes, OF Garcia, M Alcaide, R Garcia-Ros, F Garcia
Frontiers in Psychology 13, 1060821, 2022
442022
The process of identifying gifted children in elementary education: Teachers’ evaluations of creativity
R García-Ros, I Talaya, F Pérez-González
School Psychology International 36 (6), 661- 672, 2012
402012
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