Staying with the text: the contribution of gender, achievement orientations, and interest to students' performance on a literacy task Journal Articles Refereed uri icon

Overview

Published in

  • Educational Psychology

Time

Date/time value

  • 2008

Identity

Digital Object Identifier (DOI)

  • 10.1080/01443410802260988

Additional Document Info

Parent Title

  • Educational Psychology

Volume

  • 28

Issue

  • 7

Publisher

  • Carfax Publishing