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What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information texts predict different reading outcomes

What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information texts predict different reading outcomes

Rosenzweig, Emily Q.; Wigfield, Allan

期刊名称Contemporary Educational Psychology
作者Rosenzweig, Emily Q.; Wigfield, Allan
印刷ISSN0361-476X
文件大小965.35KB
发表时间2016-9
DOI10.1016/j.cedpsych.2016.09.002

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