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| dc.contributor.author | Zitzmann, Steffen | de_DE |
| dc.date.accessioned | 2021-08-03T11:28:51Z | |
| dc.date.available | 2021-08-03T11:28:51Z | |
| dc.date.issued | 2021 | de_DE |
| dc.identifier.uri | http://hdl.handle.net/10900/117607 | |
| dc.language.iso | en | |
| dc.relation.uri | https://doi.org/10.1016/j.learninstruc.2020.101374 | de_DE |
| dc.title | Early school adjustment : do social integration and persistence mediate the effects of school-entry skills on later achievement? | de_DE |
| dc.type | Article | de_DE |
| utue.personen.pnd | Zitzmann, Steffen/491283628 | de_DE |
| utue.publikation.seiten | 1-12 | de_DE |
| utue.personen.roh | Schmerse, Daniel | de_DE |
| utue.personen.roh | Zitzmann, Steffen | de_DE |
| dcterms.isPartOf.ZSTitelID | Learning and instruction - Amsterdam [u.a.] : Elsevier Science | de_DE |
| dcterms.isPartOf.ZS-Issue | Artikel-ID 101374 | de_DE |
| dcterms.isPartOf.ZS-Volume | 71 | de_DE |
| utue.titel.verfasserangabe | Daniel Schmerse, Steffen Zitzmann | de_DE |
| utue.publikation.abrufzeichen | o043 | de_DE |
| utue.publikation.swbdatum | 2107 | de_DE |
| utue.artikel.ppn | 1764142268 | de_DE |
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