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      The present study was funded by the Ministry of Economy and Competitiveness (Refs: PSI2014-56114-P and PSI2017-85724-P) and a predoctoral grant (Ref: BES- 2015-073327). Both funding sources played no role in the study design, data collection, analysis or interpretation of the results [1]
      The Spanish Government: DGT, Dirección General de Tráfico, Ministerio del Interior (SPI2015-01782) and MICINN, Ministerio de Ciencia, Innovación y Universidades (PSI2016-75086) gave us financial support. [1]
      This research was funded by the Spanish Association of Methodology of Behavioral Sciences and Health (AEMCCO), member of the European Association of Methodology (EAM), and by the FPI programme from the Ministry of Economy and Competitiveness of the Government of Spain (PSI2014-56114-P, BES2012-053488, and PSI2017-85724-P). [1]
      This research is part of the Resclima-Edu2 Project, “Educación para el cambio climático en educación secundaria: investigación aplicada sobre representaciones y estrategias pedagógicas en la transición ecológica” funded by the Ministry of Economy and Competitiveness of the Government of Spain and the European Regional Development Fund (ERDF), Ref. RTI2018-094074-B-100; and the “Sustainability in Higher Education: Evaluation of the scope of the 2030 Agenda in curriculum innovation and teacher professional development in Andalusian Universities”, Ref. B-SEJ-424-UGR18. [1]
      This research was funded by Excellence Research Project P11HUM-7771 (Junta de Andalucía, Spain) and by Research Project mP_BS_6 (CEI BioTic Granada and Ministerio de Ciencia e Innovación, Spain). [1]
      This research was supported by the Spanish Ministry of Economy and Competitiveness [Ref. PSI2017-85724-P and Ref. PSI2017- 83966-R (MINECO/AEI/FEDER/UE)]. [1]
      This work was finacilly supported by the Spanish Ministry of Science, Innovation and University under Grant Ref. PDI2019-104239GB-100 (State Research Agency / 10.13039/501100011033) and Programa Operativo FEDER 2018 under Grant Ref. B-SEJ-135-UGR18. [1]
      This work was supported by Santander Bank–CEMIX UGR-MADOC (grant number PINs2018-15 to CDP & LLDS) and the Centro Universitario de la Defensa–Zaragoza (grant numbers 2015-05 and 2017-03 to MVS). Additional support was obtained from the Unit of Excellence on Brain, Behavior, and Health (SC2), funded by the Excellence actions program of the University of Granada. The funding organizations had no role in the design or conduct of this research. Research by LLDS is supported by the Ramón y Cajal fellowship program from the Spanish State Research Agency (RYC-2015-17483). [1]