Francisco Pérez‐González
Biographic Data
| ID | 5849897 |
|---|---|
| NAME | Francisco Pérez‐González |
| GIVEN NAMES | Francisco |
| FAMILY NAME | Pérez‐González |
| SIGNATURE | GONZÁLEZ F P |
| AFFILIATIONS | Universitat de València |
| ORCID | 0000-0001-8324-7479 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education
The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary educ…
Public stigma profile toward mental disorders across different university degrees in the University of Valencia (Spain)
Our study suggests the existence of different profiles of stigma in relation to mental disorders in university students. These profiles varied in relation with the degree being studied, gender and already knowing or living with a person with mental disorders
Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents
Research has repeatedly highlighted the important influence of parental socialization styles on children's psychosocial adjustment. However, previous studies about their effects on school adjustment have traditionally addressed a limited set of indicators, such as academic achievement or self-concept, which should be broadened in order to increase our level of knowledge about this topic. Thus, the aim of the present study was to analyze the relat…
Development and Validation of the Questionnaire of Academic Stress in Secondary Education
This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education (QASSE) designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students' physical and psychological well-being. The participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation proc…
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Development and Validation of the Questionnaire of Academic Stress in Secondary Education
This study presents the validation process of the Questionnaire on Academic Stress in Secondary Education (QASSE) designed to assess the wide variety of school sources and situations related to academic stress in adolescence, and their relationship with students' physical and psychological well-being. The participants were 860 Spanish high school students (52.9% girls) with an average age of 14.62 years (SD = 1.8). Through a cross-validation proc…
Effects of Parenting Styles on Self-Regulated Learning and Academic Stress in Spanish Adolescents
Research has repeatedly highlighted the important influence of parental socialization styles on children's psychosocial adjustment. However, previous studies about their effects on school adjustment have traditionally addressed a limited set of indicators, such as academic achievement or self-concept, which should be broadened in order to increase our level of knowledge about this topic. Thus, the aim of the present study was to analyze the relat…
Public stigma profile toward mental disorders across different university degrees in the University of Valencia (Spain)
Our study suggests the existence of different profiles of stigma in relation to mental disorders in university students. These profiles varied in relation with the degree being studied, gender and already knowing or living with a person with mental disorders
Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education
The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary educ…
Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Clinical Psychology (3 works) · Clinical Psychology (3 works) · Academic achievement (2 works) · Developmental psychology (2 works) · Perfectionism, Procrastination, Anxiety Studies (2 works) · Social Psychology (2 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (1 work) · Attribution (1 work)