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Influence of perceived social support and academic self-efficacy on teacher-student relationships and learning engagement for enhanced didactical outcomes

Crossref DOI link: https://doi.org/10.1038/s41598-024-78402-6

Published Online: 2024-11-18

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

Authors

Wang, Yaxing

Wang, Lu

Yang, Ling

Wang, Wenwen
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Text and Data Mining valid from 2024-11-18

Version of Record valid from 2024-11-18
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Article History

Received: 15 July 2024

Accepted: 30 October 2024

First Online: 18 November 2024

Declarations

:

: The authors declare no competing interests.

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