Cite
HARVARD Citation
Hughes, J. et al. (2018). Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. Journal of school psychology. pp. 148-162. [Online].
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Hughes, J. et al. (2018). Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. Journal of school psychology. pp. 148-162. [Online].