Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood.

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Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood.

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http://www.wikidata.org/entity/Q47654588

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2017 nî lūn-bûn

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2017年の論文

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2017年学术文章

@wuu

2017年学术文章

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2017年学术文章

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2017年学术文章

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2017年学术文章

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2017年学术文章

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2017年學術文章

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2017年學術文章

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Teacher Support, Peer Acceptan ...... dinal Study in Late Childhood.

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Teacher Support, Peer Acceptan ...... dinal Study in Late Childhood.

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Item

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Teacher Support, Peer Acceptan ...... dinal Study in Late Childhood.

@en

Teacher Support, Peer Acceptan ...... dinal Study in Late Childhood.

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Teacher Support, Peer Acceptan ...... dinal Study in Late Childhood.

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Teacher Support, Peer Acceptan ...... dinal Study in Late Childhood.

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P1476

Teacher Support, Peer Acceptan ...... udinal Study in Late Childhood

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P2093

Hilde Colpin

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Maaike Engels

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Steven De Laet

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Tessa Weyns

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P2860

Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.

Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness.

A note on robust variance estimation for cluster-correlated data.

Testing mediational models with longitudinal data: questions and tips in the use of structural equation modeling.

Use of missing data methods in longitudinal studies: the persistence of bad practices in developmental psychology.

Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children.

Reciprocal effects of student-teacher and student-peer relatedness: Effects on academic self efficacy.

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment.

Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student support

Teacher preference, peer rejection, and student aggression: a prospective study of transactional influence and independent contributions to emotional adjustment and grades

P2888

s10964-017-0774-5

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1139-1150

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scholarly article

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10.1007/S10964-017-0774-5

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P433

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P478

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Karine Verschueren

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2017-10-14T00:00:00Z

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P698

29032443

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