Direct and interactive effects of perceived teacher-student relationship and grit on student wellbeing among stay-behind early adolescents in urban China

Abstract

No abstract was published for this record.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 115 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.