Adolescents’ Intentions to Study Science: the Role of Classroom-based Social Support, Task Values, and Self-efficacy
Crossref DOI link: https://doi.org/10.1007/s11165-024-10169-2
Published Online: 2024-04-29
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Mackenzie, Erin http://orcid.org/0000-0002-7001-4139
Holmes, Kathryn
Berger, Nathan
Cole, Caitlin
Funding for this research was provided by:
Western Sydney University
Text and Data Mining valid from 2024-04-29
Version of Record valid from 2024-04-29
Article History
Accepted: 19 April 2024
First Online: 29 April 2024
Declarations
:
: The authors declare that they have no conflict of interest.