The role of perceived teacher and peer relationships in adolescent students’ academic motivation and educational outcomes
Author:
Affiliation:
1. Faculty of Education, Institute of Curriculum and Instruction, East China Normal University, Shanghai, China
2. Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China
Funder
East China Normal University
Shanghai Institutions of Higher Learning
the Cultivation of Outstanding Doctoral Dissertations from Faculty of Education
China Scholarship Council
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/01443410.2022.2042488
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