Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study

dc.contributor.author	Cunha, J.
dc.contributor.author	Rosário, P.
dc.contributor.author	Núñez Pérez, José Carlos
dc.contributor.author	Vallejo Seco, Guillermo
dc.contributor.author	Martins, J.
dc.contributor.author	Högemann, J.
dc.date.accessioned	2020-01-23T08:17:21Z
dc.date.available	2020-01-23T08:17:21Z
dc.date.issued	2019
dc.identifier.citation	Metacognition and Learning, 14(2), p. 89-129 (2019); doi:10.1007/s11409-019-09200-z
dc.identifier.issn	1556-1623
dc.identifier.uri	http://hdl.handle.net/10651/53670
dc.format.extent	p. 89-129
dc.language.iso	eng
dc.relation.ispartof	Metacognition and Learning
dc.rights	© Springer Science+Business Media, LLC, part of Springer Nature 2019
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071001713&doi=10.1007%2fs11409-019-09200-z&partnerID=40&md5=6c3194cf4cb2821468f5a9667c55880c
dc.title	Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study
dc.type	journal article
dc.identifier.doi	10.1007/s11409-019-09200-z
dc.relation.publisherversion	http://dx.doi.org/10.1007/s11409-019-09200-z

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