Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development
Crossref DOI link: https://doi.org/10.1007/s10212-016-0324-7
Published Online: 2016-11-30
Published Print: 2018-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Kiemer, Katharina http://orcid.org/0000-0003-0130-8210
Gröschner, Alexander
Kunter, Mareike
Seidel, Tina
Funding for this research was provided by:
Deutsche Forschungsgemeinschaft (SE 1397/5-1)
License valid from 2016-11-30