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Effects of teachers’ co-constructive discourse practices on students’ self-related cognitions and interest in primary science learning

Crossref DOI link: https://doi.org/10.1007/s42278-025-00245-5

Published Online: 2025-07-09

Published Print: 2025-09

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

Authors

Schulze, Cornelia https://orcid.org/0000-0001-9151-4792
Herrmann, Annika https://orcid.org/0000-0002-6857-9552
Lange-Schubert, Kim https://orcid.org/0000-0003-0815-9094
Saalbach, Henrik https://orcid.org/0000-0003-4387-9214
Funding

Funding for this research was provided by:

Universität Leipzig
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Text and Data Mining valid from 2025-07-09

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Article History

Accepted: 8 June 2025

First Online: 9 July 2025