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Individual differences for self-regulating task-oriented reading activities
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págs. 817-826
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Drawing as a generative activity and drawing as a prognostic activity
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págs. 872-879
Enhancing interest and performance with a utility value intervention
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Observed classroom quality during teacher education and two years of professional practice
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págs. 916-932
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A follow-up note on prescriptive statements in nonintervention research studies
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