An interpretative phenomenological analysis of stress and coping in first year undergraduates

Hdl Handle:
http://hdl.handle.net/10149/311242
Title:
An interpretative phenomenological analysis of stress and coping in first year undergraduates
Authors:
Denovan, A. (Andrew); Macaskill, A. (Ann)
Affiliation:
Teesside University. Social Futures Institute.
Citation:
Denovan, A., Macaskill, A. (2013) 'An interpretative phenomenological analysis of stress and coping in first year undergraduates' British Educational Research Journal; 39 (6):1002
Publisher:
Wiley-Blackwell
Journal:
British Educational Research Journal
Issue Date:
Dec-2013
URI:
http://hdl.handle.net/10149/311242
DOI:
10.1002/berj.3019
Additional Links:
http://doi.wiley.com/10.1002/berj.3019
Type:
Article
ISSN:
01411926
Rights:
Subject to restrictions below, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo [Accessed: 13/01/2014]

Full metadata record

DC FieldValue Language
dc.contributor.authorDenovan, A. (Andrew)en_GB
dc.contributor.authorMacaskill, A. (Ann)en_GB
dc.date.accessioned2014-01-13T11:27:41Z-
dc.date.available2014-01-13T11:27:41Z-
dc.date.issued2013-12-
dc.identifier.citationBritish Educational Research Journal; 39 (6):1002en_GB
dc.identifier.issn01411926-
dc.identifier.doi10.1002/berj.3019-
dc.identifier.urihttp://hdl.handle.net/10149/311242-
dc.publisherWiley-Blackwellen_GB
dc.relation.urlhttp://doi.wiley.com/10.1002/berj.3019en_GB
dc.rightsSubject to restrictions below, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo [Accessed: 13/01/2014]en_GB
dc.titleAn interpretative phenomenological analysis of stress and coping in first year undergraduates-
dc.typeArticleen
dc.contributor.departmentTeesside University. Social Futures Institute.en_GB
dc.identifier.journalBritish Educational Research Journalen_GB
or.citation.harvardDenovan, A., Macaskill, A. (2013) 'An interpretative phenomenological analysis of stress and coping in first year undergraduates' British Educational Research Journal; 39 (6):1002-
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