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Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Crossref DOI link: https://doi.org/10.1007/s10802-015-0060-5

Published Online: 2015-07-24

Published Print: 2016-01

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

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