HOW OBSTACLES AND FACILITATORS PREDICT ACADEMIC PERFORMANCE: THE MEDIATING ROLE OF STUDY BURNOUT AND ENGAGEMENT

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SALANVA M.; SCHAUFFELI W.

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Journal Paper

Paper Information

Journal: ANXIETY, STRESS AND COPING Year:2010 | Volume:23 | Issue:1 Page(s): 53-70

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Information Journal Paper

Title

HOW OBSTACLES AND FACILITATORS PREDICT ACADEMIC PERFORMANCE: THE MEDIATING ROLE OF STUDY BURNOUT AND ENGAGEMENT

Author(s)

SALANVA M. | SCHAUFFELI W. | Issue Writer Certificate

Keywords

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Abstract

Cites

MINDFULNESS IN THE RELATIONSHIP BETWEEN PERCEPTION OF LEARNING ENVIRONMENT AND ACADEMIC BURNOUT: STRUCTURAL EQUATION MODELING
COMPARING ACADEMIC CONSCIENCE AND ACADEMIC BURNOUT IN STUDENTS WITH AND WITHOUT LEARNING DISABILITIES

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APA: Copy

SALANVA, M., & SCHAUFFELI, W.. (2010). HOW OBSTACLES AND FACILITATORS PREDICT ACADEMIC PERFORMANCE: THE MEDIATING ROLE OF STUDY BURNOUT AND ENGAGEMENT. ANXIETY, STRESS AND COPING, 23(1), 53-70. SID. https://sid.ir/paper/609064/en

Vancouver: Copy

SALANVA M., SCHAUFFELI W.. HOW OBSTACLES AND FACILITATORS PREDICT ACADEMIC PERFORMANCE: THE MEDIATING ROLE OF STUDY BURNOUT AND ENGAGEMENT. ANXIETY, STRESS AND COPING[Internet]. 2010;23(1):53-70. Available from: https://sid.ir/paper/609064/en

IEEE: Copy

M. SALANVA, and W. SCHAUFFELI, “HOW OBSTACLES AND FACILITATORS PREDICT ACADEMIC PERFORMANCE: THE MEDIATING ROLE OF STUDY BURNOUT AND ENGAGEMENT,” ANXIETY, STRESS AND COPING, vol. 23, no. 1, pp. 53–70, 2010, [Online]. Available: https://sid.ir/paper/609064/en

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