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Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

Crossref DOI link: https://doi.org/10.1186/s40594-021-00272-5

Published Online: 2021-03-29

Published Print: 2021-12

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

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