The role of socioeconomic background and prior achievement for students’ perception of teacher support

dc.contributor.author	Atlay, Cansu
dc.contributor.author	Tieben, Nicole
dc.contributor.author	Fauth, Benjamin
dc.contributor.author	Hillmert, Steffen
dc.date.accessioned	2020-02-06T10:08:22Z
dc.date.available	2020-02-06T10:08:22Z
dc.date.issued	2019
dc.identifier.issn	0142-5692 (print)
dc.identifier.issn	1465-3346 (online)
dc.identifier.uri	http://hdl.handle.net/10900/97668
dc.language.iso	en	de_DE
dc.publisher	Abingdon : Routledge	de_DE
dc.relation.uri	https://doi.org/10.1080/01425692.2019.1642737	de_DE
dc.subject.ddc	300	de_DE
dc.subject.ddc	370	de_DE
dc.title	The role of socioeconomic background and prior achievement for students’ perception of teacher support	de_DE
dc.type	Artikel	de_DE
utue.publikation.seiten	970-991	de_DE
utue.personen.roh	Atlay, Cansu
utue.personen.roh	Tieben, Nicole
utue.personen.roh	Fauth, Benjamin
utue.personen.roh	Hillmert, Steffen
dcterms.isPartOf.ZSTitelID	British journal of sociology of education	de_DE
dcterms.isPartOf.ZS-Issue	7	de_DE
dcterms.isPartOf.ZS-Volume	40	de_DE
utue.fakultaet	08 Zentrale, interfakultäre und fakultätsübergreifende Einrichtungen	de_DE

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