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Testing the three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning among Korean college students

Crossref DOI link: https://doi.org/10.1007/s10734-018-0255-0

Published Online: 2018-03-03

Published Print: 2018-11

Update policy: https://doi.org/10.1007/springer_crossmark_policy