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Please use this identifier to cite or link to this item: https://hdl.handle.net/11000/31092
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dc.contributor.authorHuéscar Hernández, Elisa-
dc.contributor.authorAndrés Fabra, José Antonio-
dc.contributor.authorMoreno Murcia, Juan Antonio-
dc.contributor.otherDepartamentos de la UMH::Ciencias del Deportees_ES
dc.date.accessioned2024-02-05T17:53:27Z-
dc.date.available2024-02-05T17:53:27Z-
dc.date.created2020-03-
dc.identifier.citationScandinavian Journal of Psychology Volume61, Issue3 June 2020 Pages 402-409es_ES
dc.identifier.issn1467-9450-
dc.identifier.issn0036-5564-
dc.identifier.urihttps://hdl.handle.net/11000/31092-
dc.formatapplication/pdfes_ES
dc.format.extent8es_ES
dc.language.isoenges_ES
dc.publisherWileyes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectBasic psychological needses_ES
dc.subjectfamilyes_ES
dc.subjectinteractive groupses_ES
dc.subjectplanned behaviores_ES
dc.subjectself-determined motivationes_ES
dc.subject.otherCDU::7.Deporteses_ES
dc.titleEffect of autonomy support and dialogic learning on school children’s physical activity and sportes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttps://doi.org/10.1111/sjop.12637es_ES
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