Cite
HARVARD Citation
Patall, E. et al. (2018). Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and instruction. pp. 220-231. [Online].
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Patall, E. et al. (2018). Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and instruction. pp. 220-231. [Online].