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Evidence of Convergent and Discriminant Validity of Child, Teacher, and Peer Reports of Teacher-Student Support
This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse second and third grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports o...
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| 主要な著者: | , , , |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
2011
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| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC3375213/ https://ncbi.nlm.nih.gov/pubmed/21767024 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/a0024481 |
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