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Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships

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Published in 2020 at "Children and Youth Services Review"

DOI: 10.1016/j.childyouth.2020.105240

Abstract: Abstract Aiming to examine the direction of associations between Chinese preschool children’s approaches to learning and teacher-child relationships, the current study tested three cross-lagged models: a relationship-driven model, a child-driven model, and a reciprocal model.… read more here.

Keywords: children approaches; child relationships; approaches learning; chinese preschool ... See more keywords