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Self-regulation mediates the relationship between learner typology and achievement in at-risk children

✍ Scribed by Keri Weed; Deborah Keogh; John G. Borkowski; Thomas Whitman; Christine W. Noria


Book ID
116720807
Publisher
Elsevier Science
Year
2011
Tongue
English
Weight
628 KB
Volume
21
Category
Article
ISSN
1041-6080

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