Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects

Zurbriggen C (2015)
Journal of Cognitive Education and Psychology 14(3): 409-410.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Dissertation abstract
Erscheinungsjahr
2015
Zeitschriftentitel
Journal of Cognitive Education and Psychology
Band
14
Ausgabe
3
Seite(n)
409-410
eISSN
1810-7621
Page URI
https://pub.uni-bielefeld.de/record/2914719

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Zurbriggen C. Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects. Journal of Cognitive Education and Psychology. 2015;14(3):409-410.
Zurbriggen, C. (2015). Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects. Journal of Cognitive Education and Psychology, 14(3), 409-410. doi:10.1891/1945-8959.14.3.409
Zurbriggen, C. (2015). Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects. Journal of Cognitive Education and Psychology 14, 409-410.
Zurbriggen, C., 2015. Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects. Journal of Cognitive Education and Psychology, 14(3), p 409-410.
C. Zurbriggen, “Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects”, Journal of Cognitive Education and Psychology, vol. 14, 2015, pp. 409-410.
Zurbriggen, C.: Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects. Journal of Cognitive Education and Psychology. 14, 409-410 (2015).
Zurbriggen, Carmen. “Relevance of the reference group for students with low achievement: A contrasting juxtaposition of comparative and normative peer effects”. Journal of Cognitive Education and Psychology 14.3 (2015): 409-410.
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2019-09-06T09:18:53Z
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