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Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality
This study evaluated the association between effortful control in kindergarten and academic achievement one year later (N = 301), and whether teacher–student closeness and conflict in kindergarten mediated the association. Parents, teachers, and observers reported on children's effortful contro...
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| 出版年: | Early Child Res Q |
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| 主要な著者: | , , , , , , , , |
| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
2017
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| 主題: | |
| オンライン･アクセス: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5495479/ https://ncbi.nlm.nih.gov/pubmed/28684888 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1016/j.ecresq.2016.10.004 |
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