Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children

Please use this identifier to cite or link to this item: https://hdl.handle.net/10216/90526

Full metadata record

DC Field	Value	Language
dc.creator	Joana Cadima
dc.creator	Karine Verschueren
dc.creator	Teresa Leal
dc.creator	Carolina Guedes
dc.date.accessioned	2022-09-14T05:15:56Z	-
dc.date.available	2022-09-14T05:15:56Z	-
dc.date.issued	2016
dc.identifier.issn	0091-0627
dc.identifier.other	sigarra:109017
dc.identifier.uri	https://hdl.handle.net/10216/90526	-
dc.language.iso	eng
dc.rights	restrictedAccess
dc.subject	Psicologia
dc.subject	Psychology
dc.title	Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
dc.type	Artigo em Revista Científica Internacional
dc.contributor.uporto	Faculdade de Psicologia e de Ciências da Educação
dc.identifier.doi	10.1007/s10802-015-0060-5
dc.identifier.authenticus	P-00K-6TA
dc.subject.fos	Ciências sociais::Psicologia
dc.subject.fos	Social sciences::Psychology
Appears in Collections:	FPCEUP - Artigo em Revista Científica Internacional

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