2015
. Motivational theories applied to assess EI programs: the EMOCARE’s Systematic Evaluation Model. En: . Emotional Intelligence: Current Evidence from Psychophysiological, Educational and Organizational Perspectives . New York: Nova Science Publishers; 2015. pp. 293 - 308.
. Behind open doors: how do we account for young people's peripheral participation in online entrepreneurship education? . En 3E Conference - ECSB Entrepreneurship Education Conference. Lüneburg, Germany; 2015.
. The role of gender in adult population involvement in non-formal and informal learning activities. . En 16th Biennial Conference EARLI 2015: Towards a reflective society. Limassol, Cyprus University of Technology; 2015.
. Understanding Secondary School Students’ Use of Online Enterprise Education. En 38th ISBE Conference. Glasgow; 2015.
. Employees’ patterns of behaviour change after training: A cluster analysis. En 16th Biennial Conference EARLI 2015: Towards a reflective society. Limassol, Cyprus University of Technology; 2015.
. The Bermuda Triangle in Entrepreneurship Education: The role of social networking in entrepreneurial learning. En 38th ISBE Conference. Glasgow; 2015.
. Strategies and instruments to evaluate transfer of learning: reflections from practice. En: . 16th Biennial Conference EARLI 2015: Towards a reflective society. Limassol, Cyprus University of Technology; 2015.
. Factors affecting Spanish and Catalan women participation in training. Journal for Educators, Teachers and Trainers [Internet]. 2015;6:82-99. https://jett.labosfor.com/index.php/jett/article/view/121/115
. La transferencia de la formación en los sectores de la construcción y la hostelería. EDUCAR. 2015;52:127-145.
. How to measure the effectiveness of VET workplace learning: the FET-WL model. Education and Training. 2015;57:602-622.
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