Ellián Tuero

Profesora Contratada Doctora

University of Oviedo

Spain

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Dr. Ellián Tuero is a Profesora Contratada Doctora at Universidad de Oviedo in Spain. Her research primarily focuses on university dropout rates, academic stress, and the influence of resilience on student retention. Recent articles have explored the predictors of university dropout intention and the effectiveness of self-regulation programs in enhancing academic skills. She also investigates issues related to cyberbullying and the pedagogical impacts of innovative teaching methodologies in higher education.

Articles (20)

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2025

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2024

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2020

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2020

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2020

Collaborators (11)

Tânia Moreira

University of Minho

PORTUGAL

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YOLANDA QUILES

PROFESORA TITULAR DE UNIVERSIDAD

Universidad Miguel Hernández de Elche

SPAIN

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Lucía Álvarez Blanco

Profesora

University of Oviedo

SPAIN

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David Saldaña

Universidad de Sevilla

SPAIN

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Usue De la Barrera Marzal

Profesora Ayudante Doctor

Universitat de València Facultat de Psicologia

SPAIN

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César González-Blanch

Universidad Internacional de La Rioja

SPAIN

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PALOMA GONZÁLEZ CASTRO

University of Oviedo

SPAIN

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Ana Belén Bernardo Gutiérrez

Profesora Titular

University of Oviedo

SPAIN

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maria isabel Gutierrez Lopez

University of Oviedo

SPAIN

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Miriam Rivero-Contreras

Profesora sustituta interina [Lecturer]

Universidad de Sevilla

SPAIN

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Gemma Garcia-Soriano

Prof. Titular

University of Valencia

SPAIN

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Ellián Tuero

Research Interests

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Articles (20)

Exploring the relationship between satisfaction and university dropout: A systematic review

Academic Stress and Socio-Demographic Variables as Predictors of University Dropout Intention

Academic Stress, Evaluation Anxiety, and University Dropout Intention: Mediating and Moderating Roles for Resilience

Effectiveness of the PEA self-regulation programme in improving academic self-regulation skills and self-efficiency expectations

Explanatory factors for problematic cybersex behaviour: the importance of negative emotions

Abandono y transferencia: un análisis desde la satisfacción académica en estudiantes de Educación

Cluster analysis in victims of perceived cyberbullying at the higher education level

University dropout and transfer intention, what is the influence of resilience and social adaptation on the two types of dropout?

Valoración pedagógica del alumnado sobre la implementación de la metodología Team Teaching en las aulas universitarias

“If I were young…”: Increased Dropout Risk of Older University Students

Do Virtual Campuses Provide Quality Education? A Study on the Perception of Higher Education

Validation of the Early University Dropout Intentions Questionnaire (EUDIQ-R)

Short and Long-Term Effects on Academic Performance of a School-Based Training in Self-Regulation Learning: A Three-Level Experimental Study

Cyberbullying in first-year university students and its influence on their intentions to drop out

Implementación de un programa de innovación para la mejora de la elaboración y defensa del TFG

Tratamientos Psicológicos Empíricamente Apoyados Para la Infancia y Adolescencia: Estado de la Cuestión

Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity

Sensitivity of five information criteria to discriminate covariance structures with missing data in repeated measures designs

Bullying and cyberbullying: Variables that influence university dropout

Convivencia y violencia en educación primaria: percepción del alumnado y sus familias

Collaborators (11)

Tânia Moreira

YOLANDA QUILES

Lucía Álvarez Blanco

David Saldaña

Usue De la Barrera Marzal

César González-Blanch

PALOMA GONZÁLEZ CASTRO

Ana Belén Bernardo Gutiérrez

maria isabel Gutierrez Lopez

Miriam Rivero-Contreras

Gemma Garcia-Soriano

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