Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood
Crossref DOI link: https://doi.org/10.1007/s10964-017-0774-5
Published Online: 2017-10-14
Published Print: 2018-06
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Weyns, Tessa
Colpin, Hilde
De Laet, Steven
Engels, Maaike
Verschueren, Karine
Funding for this research was provided by:
Fonds Wetenschappelijk Onderzoek (1S13917N)
Fonds Wetenschappelijk Onderzoek (G.0728.14N)
License valid from 2017-10-14