Relevant bibliographies by topics / Non-academic

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Non-academic'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Non-academic"

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Frank, E., and P. Hudgins. "Academic versus non-academic women physicians." Academic Medicine 74, no. 5 (1999): 553–6. http://dx.doi.org/10.1097/00001888-199905000-00025.

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Nefedov, S. A. "NON-ACADEMIC PAPER." Historical and social-educational ideas 10, no. 1 (2018): 40–46. http://dx.doi.org/10.17748/2075-9908-2018-10-1-40-46.

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Hansson, Sven Ove. "Academic and Non‐academic Freedom of Speech." Theoria 85, no. 5 (2019): 339–43. http://dx.doi.org/10.1111/theo.12211.

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Weigall, Dick. "Enhancing academic performance in non‐academic ways." Australian Journal of Learning Disabilities 7, no. 1 (2002): 2. http://dx.doi.org/10.1080/19404150209546687.

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Palpacuer, Florence. "Unplugged - Academic Non Fiction." M@n@gement 22, no. 1 (2019): 130. http://dx.doi.org/10.3917/mana.221.0130.

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SPENCER, BRIAN. "The non-academic environment." Biochemical Society Transactions 18, no. 2 (1990): 162–66. http://dx.doi.org/10.1042/bst0180162.

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van Eckert, Sandra, Uta Gaidys, and Colin R. Martin. "Embitterment among German academic and non‐academic nurses." Journal of Mental Health Training, Education and Practice 6, no. 2 (2011): 104–12. http://dx.doi.org/10.1108/17556221111168959.

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Inzelt, A., and A. Schubert. "Collaboration between researchers from academic and non-academic organisations." Acta Oeconomica 61, no. 4 (2011): 441–63. http://dx.doi.org/10.1556/aoecon.61.2011.4.3.

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Throughout the reform process of the European university system, the importance of collaboration between actors at the academy and other areas of the economy and society are ever increasing, as evidenced by a growing number of co-authored articles and the number of citations to such works.This article analyses the characteristics of publications co-authored by Hungarian university researchers with non-academic partners. Scientometric indicators are used as primary methodological tools. Our sample was the publication output of 12 universities, which covers 90% of the university sphere’s publica
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Aydin, nayet, Krad Yilmaz, Hasan Basri Memduholu, Ebru Ouz, and Sabri Gngr. "Academic and Non-Academic Staff's Psychological Contract in Turkey." Higher Education Quarterly 62, no. 3 (2008): 252–72. http://dx.doi.org/10.1111/j.1468-2273.2008.00394.x.

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Lemann, Nicholas. "History Solo: Non-Academic Historians." American Historical Review 100, no. 3 (1995): 788. http://dx.doi.org/10.2307/2168605.

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Dissertations / Theses on the topic "Non-academic"

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Yesbeck, Diana. "Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2586.

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In the current era of student accountability, coupled with high-stakes testing, schools have focused on the alignment of standardized curriculums and assessments. However, developing standardized grading practices are still under examination. Grading serves as an important responsibility, yet many teachers still find the process a challenge of determining which academic and non-academic factors correctly represent student achievement. This qualitative study was designed to examine the grading factors teachers consider when determining student final grades. Middle school language arts tea
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Östman, Hans. "Gustavian non-academic criticism 1772-1809." Stockholms universitet, Humanistiska fakulteten, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91377.

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Faulk, Deborwah. "Highly Credentialed:Exploring the Differential Returns to Academic and Non-Academic Credentials." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497277290467119.

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Saunders, John Nicholas Rossato. "School Drama: A Case Study of Student Academic and Non‐Academic Outcomes." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13948.

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School DramaTM is a teacher professional learning program for primary school teachers developed by Sydney Theatre Company (STC) and the University of Sydney’s Faculty of Education and Social Work. The program aims to develop teacher confidence and capacity in using Process Drama as critical quality pedagogy with quality literature to improve student literacy. STC pairs each participating Classroom Teacher with a Teaching Artist and together the pair co‐plan, co‐mentor and co‐teach the seven week program. The research to date on the School DramaTM program has aimed to investigate the impact o
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Pather, Subethra. "Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1992.

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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education at the Cape Peninsula University of Technology<br>The research question that guided this doctoral study is: How do pre-entry academic and non-academic factors influence teacher education students’ first-year experience and academic performance? The study was designed within the qualitative research paradigm and employed a case study strategy to collect both quantitative and qualitative data. The quantitative approach included a questionnaire that was completed by 195 respondents.
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Belluzzi, Chiara. "Academic and non-academic conference presentations - are they the same genre? Five case studies." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/9884/.

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Il presente elaborato si pone l’obiettivo di determinare se il genere del discorso di conferenza non accademica coincida con il genere del discorso di conferenza accademica, nello specifico per quanto riguarda le loro introduzioni. La prima parte della tesi si concentra sulle basi teoriche. In primo luogo è stata sviluppata una panoramica della letteratura esistente riguardo ai discorsi di conferenza accademica, dalla quale si è poi ristretto il campo sugli studi che hanno preso in esame solo la loro introduzione. Alla luce dell’assenza di pubblicazioni sulle conferenze non accademiche, e di
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Farquharson, Maris Hunter. "Resource accumulation for opportunity identification and exploitation by lead academic and non-academic entrepreneurs." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/13577/.

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Understanding the opportunity identification process represents a core entrepreneurship domain research focus. Many studies focusing on traditional firm performance outcomes neglect the entrepreneurial human and social capital drivers that are linked to opportunity identification. Research on Higher Education Institutes (HEIs) has explored different dynamics associated with the formation of firms emanating from HEIs (e.g. from the perspective of the individual firm; by exploring support and influence offered by the parent organisation; and through analysis of the spinout process). The contribu
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Summerville, Bernadette M. "THE RELATIONSHIP BETWEEN FIRST-GENERATION STUDENTS' EDUCATIONAL BACKGROUND AND SELECTED ACADEMIC AND NON-ACADEMIC VARIABLES." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967978741&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Bayless, Laura A. "What are the Non-Academic Needs of Distance Learners?" Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26987.

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Distance learning is a fast-growing method of delivery in higher education. The literature about distance learning is rich with information about learning and course design. However, there is little information about the non-academic support services that universities can and should provide for distance students. This study addresses that gap in the literature by exploring the non-academic needs of distance learners. Students and faculty members involved with distance learning at four-year institutions in the Fall of 2000 were asked to identify what, if any, needs distance learners have outsid
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Walts, Rebecca Ann. "Non-Academic Institutional Variables Related to Degree Completion of Non-Traditional Age Undergraduate Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279269/.

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A study was conducted at The University of Texas at Arlington to obtain measurements of non-traditional age undergraduate students using the Mattering Scales for Adult Students in Higher Education (MHE). The MHE is designed to assess the perceptions of adult students on how much they matter to the institution they are attending. The study also sought to determine if "mattering" and other selected nonacademic variables associated with the university environment are perceived by nontraditional age students to effect their likelihood of completing their baccalaureate degree. Of the five subsca
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Books on the topic "Non-academic"

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Östman, Hans. Gustavian non-academic criticism 1772-1809. Almqvist & Wiksell International, 1999.

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Battell, Evelyn. Naming the magic: Non-academic outcomes in basic literacy. National Literacy Secretariat, 2001.

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Exploring ELF: Academic English shaped by non-native speakers. Cambridge University Press, 2012.

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Hans, Östman. Swedish non-academic criticism in the era of freedom, 1718-1772. Almqvist & Wiksell International, 1993.

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Anderson, Larry J. Soldier's guide to a college degree. Stackpole Books, 1998.

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Walston, Rick L. Walston's guide to earning religious degrees non-traditionally: Non-traditional education in America and abroad : an investigative report. 2nd ed. C & B Pub., 1994.

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Roscoe, E. E. An investigation of training needs of non-academic technical staff at UMIST. UMIST, 1996.

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Bear, John. Bear's guide to earning non-traditional college degrees. Ten Speed Press, 1988.

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M, Rocco Thomas, and Murphy Lawrence R. 1942-, eds. Institutional and staff structures for nontraditional programs. Scarecrow Press for the Alliance, 1985.

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International Centre for Diarrhoeal Disease Research, Bangladesh. Improving STI services of non-formal providers through academic detailing by medical representatives. National AIDS/STD Programme, Directorate General of Health Services, Ministry of Health & Family Welfare, 2009.

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Book chapters on the topic "Non-academic"

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Clyne, Eyal. "The non-academic." In Orientalism, Zionism and Academic Practice. Routledge, 2018. http://dx.doi.org/10.4324/9781351264006-10.

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Harrington, James. "Non-Academic Training Programs." In Building a Career in Opera from School to Stage. Routledge, 2020. http://dx.doi.org/10.4324/9780367822224-8.

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de Machado-Taylor, Maria Lourdes. "A Non-typical Academic Career." In Generation and Gender in Academia. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137269171_5.

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Martin, Andrew J. "Grade Retention: Effects on Academic and Non-academic Development." In Encyclopedia of Adolescence. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_175.

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Martin, Andrew. "Interpersonal Relationships and Students’ Academic and Non-Academic Development." In Interpersonal Relationships in Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_2.

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Olmos-Peñuela, Julia, Paul Benneworth, and Elena Castro-Martínez. "Do Perceptions of Academic Scientists Influence Non-Academic Collaboration?" In Contributions to Management Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61605-2_16.

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Afari, Ernest, and Myint Swe Khine. "Non-Cognitive Variables and Academic Success." In Non-cognitive Skills and Factors in Educational Attainment. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_20.

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Sanchez-Ruiz, Maria-Jose, Jamil El Khoury, George Saadé, and Miriam Salkhanian. "Non-Cognitive Variables and Academic Achievement." In Non-cognitive Skills and Factors in Educational Attainment. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_4.

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Lee, Jihyun, and Lazar Stankov. "Non-Cognitive Influences on Academic Achievement." In Non-cognitive Skills and Factors in Educational Attainment. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_8.

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Raja Zirwatul Aida, Raja Ibrahim, Abu Bakar Azlina, and Md Nor Siti Balqis. "Techno Stress: A Study Among Academic and Non Academic Staff." In Ergonomics and Health Aspects of Work with Computers. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73333-1_15.

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Conference papers on the topic "Non-academic"

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Lestari, Sri, and Khusaini Khusaini. "Analysis of Student Satisfaction on Academic and Non Academic Administration." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007042004090413.

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Zhukova, Galina. "NON-ACADEMIC EDUCATION IN HUMAN LIFE." In Relevant Issues of the Development of Science in Central and Eastern European Countries. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-11-2_56.

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Dharmawan, Tio, Hari Ginardi, and Abdul Munif. "Dropout Detection Using Non-Academic Data." In 2018 4th International Conference on Science and Technology (ICST). IEEE, 2018. http://dx.doi.org/10.1109/icstc.2018.8528619.

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Nuryatin, Atin, Ngatimin Ngatimin, Rani Tania, Sri Mulyati, and Shofiatul Wahidah. "Student Satisfaction of Quality Academic and Non-Academic Services During Pandemic Covid-19." In Proceedings of the 2nd Universitas Kuningan International Conference on System, Engineering, and Technology, UNISET 2021, 2 December 2021, Kuningan, West Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.2-12-2021.2320340.

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Rozita Jamili Oskouei. "Impact of non academic websites usage on female students academic performance (a case study)." In 2010 International Conference on Educational and Network Technology (ICENT 2010). IEEE, 2010. http://dx.doi.org/10.1109/icent.2010.5532119.

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Oskouei, Rozita Jamili, and B. D. Chaudhary. "Relationship between academic performance and usage pattern of non-academic websites by gender group." In 2010 International Conference on Educational and Network Technology (ICENT 2010). IEEE, 2010. http://dx.doi.org/10.1109/icent.2010.5532122.

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Şeker, Meral, and Nilgün Tatar. "INVESTIGATING NON-ACADEMIC CORRELATES OF GOAL COMMITMENT FOR ACADEMIC ACHIEVEMENT AT HIGHER EDUCATION LEVEL." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end014.

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Pribelova, Petra. "Certified non-academic study with Cisco Learning Partner." In 2012 IEEE 10th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2012. http://dx.doi.org/10.1109/iceta.2012.6418315.

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Tarigan, Zeplin Jiwa Husada, I. Nyoman Sutapa, and Jenny Mochtar. "A comparison of academic and non-academic staffs' balanced score card based e-performance appraisal." In the 2017 International Conference. ACM Press, 2017. http://dx.doi.org/10.1145/3124116.3124132.

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Young, Nicholas T., Brianna Santangelo, Kelly Norris Martin, Anna E. Leak, and Benjamin M. Zwickl. "Models of Math Use in Non-Academic Workplace Settings." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.108.

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Reports on the topic "Non-academic"

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Bermingham, Rowena, and Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Harman, Joan, Sally A. Bell, Daria C. Sneed, and Mark A. Sabol. Academic Skills of U.S. Army Non-Commissioned Officers. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada203167.

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Gagne, Ellen D., Daniel T. Hickey, Monica A. Rositol, Roy Campbell, and Kathy J. Dowd. Academic Skills for Non-Commissioned Officer Job Performance and Career Development. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada207513.

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Oreopoulos, Philip, Uros Petronijevic, Christine Logel, and Graham Beattie. Improving Non-Academic Student Outcomes Using Online and Text-Message Coaching. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24992.

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Carlson, Bryant. Concerted Cultivation, Academic Achievement, and the Mediating Role of Non-Cognitive Factors. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6691.

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Beattie, Graham, Jean-William Laliberté, and Philip Oreopoulos. Thrivers and Divers: Using Non-Academic Measures to Predict College Success and Failure. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22629.

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Yee, Patricia A., Constantino P. Heon, Kirsten M. Pehrsson, Richard Katz, and Thad T. Konopnicki. Cost Model/Data Base Catalog Non-DoD/Academic Survey. Volume 1. Project Summary. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada206838.

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Sloan, Carol. Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6661.

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Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.

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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English,
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Dunn, Linda. An evaluation of the academic success of students who participated in the English for non-native residents program at Portland State University. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5853.

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