There is an omission on the funding section, as authors specified the project funds, but did not mention additional funds. Therefore, where in the original article says;
“Alfaguia Project was developed thanks to the European Union funding (DCI-ALA/2010/94).”
Should say:
“Alfaguia Project was developed thanks to the European Union funding (DCI-ALA/2010/94). In addition, our research activity is also granted by European Regional Development Funds (European Union and Principality of Asturias) through the Science, Technology and Innovation Plan (GROUPIN14-100 and GROUPIN14-053).”
The authors apologize for any caused inconvenience. This omission does not affect the scientific conclusions of the article.
Statements
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The handling Editor declared a shared affiliation, though no other collaboration, with the authors AB, ME, EF, AC, ET, and PS and states that the process nevertheless met the standards of a fair and objective review.
Summary
Keywords
higher education, university drop-out, academic performance, academic adaptation, social adaptation
Citation
Bernardo A, Esteban M, Fernández E, Cervero A, Tuero E and Solano P (2017) Corrigendum: Comparison of Personal, Social and Academic Variables Related to University Drop-out and Persistence. Front. Psychol. 8:1355. doi: 10.3389/fpsyg.2017.01355
Received
27 January 2017
Accepted
24 July 2017
Published
02 August 2017
Volume
8 - 2017
Edited and reviewed by
José Carlos Núñez, Universidad de Oviedo Mieres, Spain
Updates
Copyright
© 2017 Bernardo, Esteban, Fernández, Cervero, Tuero and Solano.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ana Bernardo bernardoana@uniovi.es
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.