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

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	Article	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