Bibliografías temáticas / Autonomy (psychology)

Literatura académica sobre el tema "Autonomy (psychology)"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Autonomy (psychology)"

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Kaebnick, Gregory E. "The psychology of autonomy". Hastings Center Report 46, n.º 3 (mayo de 2016): 2. http://dx.doi.org/10.1002/hast.581.

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Bem, Sacha. "The Explanatory Autonomy of Psychology". Theory & Psychology 11, n.º 6 (diciembre de 2001): 785–95. http://dx.doi.org/10.1177/0959354301116005.

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Fang, Wei. "Multilevel Modeling and the Explanatory Autonomy of Psychology". Philosophy of the Social Sciences 50, n.º 3 (20 de mayo de 2020): 175–94. http://dx.doi.org/10.1177/0048393120917633.

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This article argues for the explanatory autonomy of psychology drawing on cases from the multilevel modeling practice. This is done by considering a multilevel linear model in personality and social psychology, and discussing its philosophical implications for the reductionism debate in philosophy of psychology. I argue that this practice challenges the reductionist position in philosophy of psychology, and supports the explanatory autonomy of psychology.
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Yazici, Hikmet. "PERSONALITY, DEPRESSIVE SYMPTOMS AND SMOKING STATUS AMONG TURKISH UNIVERSITY STUDENTS". Social Behavior and Personality: an international journal 36, n.º 6 (1 de enero de 2008): 799–810. http://dx.doi.org/10.2224/sbp.2008.36.6.799.

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The association between the sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status of 385 male and 241 female university students was examined. Depressive symptoms and sociotropic/autonomic personality were measured using the Beck Depression Inventory (adapted for use in Turkey by Hisli [1998]) and the Sociotropy-Autonomy Scale (adapted for use in Turkey by Şahin, Ulusoy, & Şahin [1993]); smoking behaviors were also assessed. Logistic regression analysis was used to assess the association between sociotropic/autonomic personality characteristics, depressive symptoms and cigarette-smoking status. Current smokers showed a trend, scoring higher than nonsmokers on depressive symptoms, and they also scored significantly higher than nonsmokers on autonomy. Results also show that depressive symptoms (OR = 1.07, 95% CI = 1.05–1.10), and autonomy (OR = 1.02, 95% CI = 1.01–1.03) were predictive variables of current smoking status.
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Feest, Uljana. "Functional Analysis and the Autonomy of Psychology". Philosophy of Science 70, n.º 5 (diciembre de 2003): 937–48. http://dx.doi.org/10.1086/377379.

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Syafiq, Muhammad. "DOES SPIRITUALITY PROMOTE AUTONOMY OR SUBMISSION?" Jurnal Psikologi Teori dan Terapan 2, n.º 1 (27 de agosto de 2011): 67. http://dx.doi.org/10.26740/jptt.v2n1.p67-74.

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Studies on spirituality have been conducted extensively in psychology over the last decade. However, the topic has been mostly explored in mental-health setting rather than in other areas in psychology. It is not surprising, then, if the most issues explored in the studies were the impacts or functions of spirituality toward psychological well-being rather than toward the realisation of human potentials. In fact, the main reason why many scientists in psychology propose to study 'spirituality' as a separated construct from 'religion' is its unique characteristic which enable individuals to achieve their personal higher meanings or values. This article aims to examine whether spirituality and spiritual practices promote autonomy as claimed by many scientists. The insights revealed from studies on Eastern spiritualities and Western new age spirituality movement will be employed.
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Koschke, Mandy, Michael K. Boettger, Steffen Schulz, Sandy Berger, Janneke Terhaar, Andreas Voss, Vikram K. Yeragani y Karl-Jürgen Bär. "Autonomy of Autonomic Dysfunction in Major Depression". Psychosomatic Medicine 71, n.º 8 (octubre de 2009): 852–60. http://dx.doi.org/10.1097/psy.0b013e3181b8bb7a.

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Rudy, Duane, Kennon M. Sheldon, Tsasha Awong y Hwee Hoon Tan. "Autonomy, culture, and well-being: The benefits of inclusive autonomy". Journal of Research in Personality 41, n.º 5 (octubre de 2007): 983–1007. http://dx.doi.org/10.1016/j.jrp.2006.11.004.

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Niemczyński, Adam. "Autonomy of human mind and personality development". Polish Psychological Bulletin 48, n.º 1 (1 de marzo de 2017): 7–19. http://dx.doi.org/10.1515/ppb-2017-0002.

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Abstract A psychology of human individual development is proposed which argues against its reduction to the description and control of human behavior or to cognitive psychology in the model of information and communication technology. Instead the author’s earlier conceptualization of the autonomy of human individual development is now elaborated further. The foundational premise to this end rests in Macnamara’s (1999) explication of Brentano’s (1874) notion of intentionality, i.e., referring to something as an object. It reveals the access of the mind to the ideal objects and to the kinds which provide for identity and individuation of the objects of human cognition (Macnamara and Reyes, 1994). It converges with the anti-irrationalism postulate which was put forward by Ajdukiewicz (1934). The reduction of the mind in psychology to something else proves unable to meet the anti-irrationalism postulate, regards perception and cognition to be of one piece, and it excludes intuition and ideals. In contrast to this, the notions of the spontaneous and self-sustainable perception and the self-determined mind open a way for psychology without the reduction of it to anything else. The same route has been taken earlier (Niemczyński, 2007) with a study of personality development from adolescence to the late ages.
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Magomedova, Mariyat. "The phenomenon of personal autonomy in age psychology". Pushkin Leningrad State University Journal, n.º 2 (2022): 112–31. http://dx.doi.org/10.35231/18186653_2022_2_112.

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Tesis sobre el tema "Autonomy (psychology)"

1

Owens, David John. "The autonomy of psychology". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670342.

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Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /". [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.

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Santoro, Emilio. "Autonomy, freedom and rights : a critique of liberal subjectivity /". Dordrecht [u.a.] : Kluwer Academic Publishers, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/367004119.pdf.

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Horan, Kristin A. Horan. "Participant preference in interventions in occupational health psychology: Potential implications for autonomy". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1524949525954918.

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Salvatori, Paul. "Autonomy and the Future". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20274.

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This thesis introduces the idea of progressive autonomy, namely future-oriented self-governance, based on the pursuit of desired goals that one has established for oneself. As the thesis shows, focus on this sort of activity, as well as its value and importance, has been largely left out of the existing literature on autonomy. In contrast, this activity is central to progressive autonomy, which, as this thesis puts forth, enables the individual to actively determine the course of his life. Throughout the process, the individual is author of his own narrative, which, as the ongoing fulfillment of desired goals, he experiences as both meaningful and worthwhile. The thesis does not frame the narrative of the progressively autonomous individual as merely a story or an account of events. Rather, it does so as a sequence events the progressively autonomous individual is directly responsible for bringing about, as well as concretely situated in. He is, in other words, part and parcel of his narrative, as opposed to, say, a novelist who physically stands apart from the events he imagines and writes. Finally, the thesis demonstrates that, though the progressively autonomous individual is motivated by his own desires, he is more than just a pleasure seeker; he is strategically morally responsible. Such responsibility involves and is characterized by rejecting certain motives that undermine the actual achievement of desired goals, while affirming other motives that facilitate this achievement. This, as the thesis shows, renders the progressively autonomous individual more responsible than one who partakes in this rejection or affirmation, without regard to how either will impact one’s future.
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Fazey, Della M. A. "Autonomy-related psychological characteristics of students in higher education". Thesis, Bangor University, 1999. https://research.bangor.ac.uk/portal/en/theses/autonomyrelated-psychological-characteristics-of-students-in-higher-education(d82bca23-55f8-4355-a7b9-2e9c1fa6c36e).html.

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Autonomy in learning has long been recognised as an important outcome of higher education. However, not only is learner autonomy not directly measurable but there appears to be no consensus, within the psychological literature, about its definition. This study proposed that, from a number of theoretical perspectives, certain psychological characteristics underpin learner autonomy in students. Of interest were the nature of and changes in these characteristics during the first two years of study at university. Students from across the university were measured on self-perceptions, motivation, locus of control and approaches to study. Data was collected at first year registration and at six-monthly intervals across the next two years. Analysis of the data compared the autonomy-related vanables across time, age and sex From the results it appeared that most of the variables were relatively stable over time, that sex differences were not generally apparent and that age differences were less widespread than onginally hypothesised. Factor analysis of the locus of control data raised some interesting issues about students' definitions of ability which are discussed. Some of the findings within motivation suggest that external regulation may be an important feature of an autonomous learner's reasons for studying, contrary to theory. When divided by level of self worth high self worth students scored significantly higher on autonomy-related variables than did those with low self worth which, given the nature of the classification of the groups, was surprising. A similar division using deep approach scores was less convincing but nevertheless in line with the hypotheses. Correlational analyses revealed significant, moderate associations between autonomy-related variables as predicted and factor analysis confirmed relationships between variables as hypothesised. Regression and other analyses however, indicated that there was no strong link between 'high' autonomy characteristics and degree classification. The findings are discussed in relation to the proposals concerning autonomy and it is concluded that, whilst most undergraduates report encouraging patterns of autonomyrelated psychological characteristics, the complexity of the concept of autonomy in learning demands much more research. The positive implications of the findings in this study are discussed in relation to the current threats to autonomy within the higher education context.
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McDaniel, Bonnie Lyon. "Autonomy, gender and democratic education /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7728.

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Horner, Dylan Earlin. "Mortality Salience and the Effects of Autonomy on Death Anxiety". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu155800247477214.

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Taradash, Ali R. "Sequential and longitudinal development of intimacy and autonomy in adolescents' friendships". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39238.pdf.

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Bradley, Frankie M. "Picking up rocks". Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008m/bradley.pdf.

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Libros sobre el tema "Autonomy (psychology)"

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1940-, Brothers Barbara Jo, ed. Intimate autonomy: Autonomous intimacy. New York: Haworth Press, 1991.

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Noom, Marc. Adolescent autonomy: Characteristics and correlates. Delft: Eburon, 1999.

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David, Shapiro. Autonomy and rigid character. [New York]: Basic Books, 1998.

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Noom, Marc. Adolescent autonomy: Characteristics and correlates. Delft: Eburon, 1999.

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Haworth, Lawrence. Autonomy: An essay in philosophical psychology and ethics. New Haven: Yale University Press, 1986.

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Richard, Flaste, ed. Why we do what we do: The dynamics of personal autonomy. New York: Putnam's Sons, 1995.

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Baumann, Peter. Die Autonomie der Person. Paderborn: Mentis, 2000.

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1970-, TAYLOR JAMES STACEY. Personal autonomy: New essays on personal autonomy and its role in contemporary moral philosophy. Cambridge: Cambridge University Press, 2008.

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Schermer, Maartje. The different faces of autonomy: Patient autonomy in ethical theory and hospital practice. Dordrecht: Kluwer Academic, 2001.

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Schermer, Maartje. The different faces of autonomy: Patient autonomy in ethical theory and hospital practice. Dordrecht: Kluwer Academic Publishers, 2002.

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Capítulos de libros sobre el tema "Autonomy (psychology)"

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Kaul, Volker. "Psychology, Autonomy, and Liberalism". En Identity and the Difficulty of Emancipation, 43–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52375-6_4.

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Kağıtçıbaşı, Çiğdem. "Psychology and culture construct “autonomy”". En Autonomy in Adolescent Development, 193–214. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Psychology Press, 2017. http://dx.doi.org/10.4324/9781315636511-9.

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Kasser, Tim. "Capitalism and Autonomy". En Cross-Cultural Advancements in Positive Psychology, 191–206. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9667-8_9.

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Blumenthal-Barby, J. S. "Ambivalence-Autonomy Compatibilism". En The Philosophy and Psychology of Ambivalence, 49–65. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429030246-4.

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Milun, Myrna. "Absolute Autonomy". En Psychodynamic Self Psychology in the Treatment of Anorexia and Bulimia, 145–53. New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000280-16.

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Nenniger, Peter. "Autonomy in Learning and Instruction". En IAAP Handbook of Applied Psychology, 162–84. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395150.ch7.

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Ratner, Carl. "Psychology’s Functional Autonomy from Biology". En Vygotsky’s Sociohistorical Psychology and its Contemporary Applications, 199–242. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2614-2_6.

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Kalaja, Paula y Maria Ruohotie-Lyhty. "Autonomy and Agency". En The Routledge Handbook of the Psychology of Language Learning and Teaching, 245–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429321498-22.

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Pelletier, Luc G., Daniel Baxter y Veronika Huta. "Personal Autonomy and Environmental Sustainability". En Cross-Cultural Advancements in Positive Psychology, 257–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9667-8_12.

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Brady, Emily y Nicole Hall. "Adam Smith’s Aesthetic Psychology". En Beyond Autonomy in Eighteenth-Century British and German Aesthetics, 112–31. New York : Routledge, 2020. | Series: Routledge studies in eighteenth–century philosophy: Routledge, 2020. http://dx.doi.org/10.4324/9780429330254-7.

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Actas de conferencias sobre el tema "Autonomy (psychology)"

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Chirkov, Valery. "Culture, Personal Autonomy and Individualism: Their Relationships and Implications for Personal Growth and Well-Being". En International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2008. http://dx.doi.org/10.4087/ifqe7624.

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The recent research and theorizing in cross-cultural social psychology have raised several interesting and conceptually important issues about the role of autonomy, selfdetermination and freedom of choice in different cultures and regarding the role of these factors in human functioning within various cultural contexts (Ahuvia, 2001; Inghilleri, 1999; Iyengar & DeVoe, 2003; Kagitcibasi, 2003, 2005; Markus & Kitayama, 2003; Miller, 2003; Rychlak, 2003; Schwartz, 2000). The following are among the key questions that have been raised: What is the nature and role of autonomy in the behavior of people from different cultures? Is autonomy’s positive influence only a prerogative of Western cultures built on the ideology of individualism? How does autonomy support relate to the psychological well-being (PWB) of people from different cultures? In this paper, I suggest answers to these questions and provide empirical evidence that support them.
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Tulviste, Tiia. "Autonomy Orientation in the Socialization of Estonian Children". En International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2008. http://dx.doi.org/10.4087/ykii5849.

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The purpose of this article is to examine the tendency to express and promote autonomy in the socialization of children in Estonia, a society with rapid ongoing social, political and economical changes. Autonomy has been regarded as being self-initiating in actions, feeling ownership of them, and expressing one’s opinion, preferences and feelings. This contribution reviews the findings from our previous research on childrearing practices and values in Estonia with focus on the promotion and support of children’s autonomy. Conclusions about the extent of autonomy promotion in the socialization of children across cultures will be discussed along with consideration of the possible reasons for cultural variability.
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Oliveira, Liliana. "Institutionalization And Autonomy In Adolescents And Youth". En 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.28.

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Bahar Aydın, Kâmile. "Model of Autonomous-Related Singles Counseling in Collectivistic Cultures: The Turkey Model". En International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2020. http://dx.doi.org/10.4087/ezin5166.

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In this paper the Model of Autonomous-Related Singles Counseling (MARSC) is introduced. MARSC is based on Kağıtçıbaşı's (1996) Autonomous-Related Self Model (ARSM) and on Aydın’s (2017, 2019) Singles Counseling Theory which have been developed in Turkey, a country that scores high on collectivism (Hofstede, 1980). In both models, the basic psychological needs of autonomy and relatedness are the key concepts. ARSM is a supplementary synthesis model that integrates two constructs assumed to be conflicting, and it is based on cross-cultural diversity: autonomy and relatedness. ARSM is prevalent in collectivistic cultures. Research conducted on diverse national and ethnic groups in Brazil, Estonia, Turkey, China, the Canadian Inuit, and immigrants in the United States of America and Europe, provides scientific evidence with regard to the ARSM. ARSM develops in the family model of psychological interdependence (FMPI) in collectivistic cultures. It involves a healthier combination of both autonomy and relatedness, which are essential psychological needs rather than relying on single autonomy or relatedness. Autonomy infers agency (social and cognitive) and volition, while relatedness infers emotional relations and support. Intervention is needed for ARSM to develop in a collectivistic culture. A single individual at MARSC is defined as someone who never married, got divorced, lives separately, or is widowed. MARSC has been developed to inspire prevention and intervention programs to develop the ARSM and related structures and functions (such as FMPI and autonomous-related single lifestyle). However, some environmental problems have become widespread and important in Turkey, therefore, the effectiveness of these psychological counseling programs also requires these problems to be resolved. Within the scope of Turkey-MARSC, these programs should be prepared to enhance efforts on developing autonomy in single individuals.
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Juklová, Kateřina. "Supporting Learner Autonomy in the Context of Epistemic Development". En 13th International Conference on Education and Educational Psychology. European Publisher, 2022. http://dx.doi.org/10.15405/epiceepsy.22123.9.

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Dhillon, Dr Rupan. "Relationship of Emotional Autonomy with Anxiety and Depression". En Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.55.

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Hae Cho, Sin, Mi Jin Kim y Kyung Ja Oh. "Psychometric properties of the Korean version of the Sociotropy-Autonomy Scale (K-SAS)". En Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp49.

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Studenska, Anna. "Gender, Educational Level And Students` Preferences Towards Autonomy Support By Teachers". En ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.80.

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Studenska, Anna. "Gender, Educational Level And Students` Preferences Towards Autonomy Support By Teachers". En ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.6.

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Tsaniah, Syafrina Maula, Nurhudaya y Nandang Budiman. "Sociodrama to Develop Emotional Autonomy of the Adolescents". En Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.123.

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