Early school adjustment: Do social integration and persistence mediate the effects of school-entry skills on later achievement?

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dc.contributor.author Zitzmann, Steffen
dc.date.accessioned 2021-08-27T07:54:15Z
dc.date.available 2021-08-27T07:54:15Z
dc.date.issued 2021
dc.identifier.issn 0959-4752
dc.identifier.uri http://hdl.handle.net/10900/118270
dc.language.iso en en
dc.publisher Pergamon - Elsevier Science Ltd de_DE
dc.relation.uri http://dx.doi.org/10.1016/j.learninstruc.2020.101374
dc.subject.ddc 370 de_DE
dc.subject.ddc 150 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 Artikel de_DE
utue.quellen.id 20210512015105_01086
utue.personen.roh Schmerse, Daniel
utue.personen.roh Zitzmann, Steffen
dcterms.isPartOf.ZSTitelID Learning and Instruction de_DE
dcterms.isPartOf.ZS-Issue Article 101374 de_DE
dcterms.isPartOf.ZS-Volume 71 de_DE
utue.fakultaet 06 Wirtschafts- und sozialwissenschaftliche Fakultät


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