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dc.contributor.authorTaylor Bunce, Louiseen
dc.contributor.authorBennett, M.en
dc.contributor.authorJones, Sianen
dc.date.accessioned2022-07-21T13:33:28Z
dc.date.available2022-07-21T13:33:28Z
dc.date.issued2022
dc.identifier.citationTaylor Bunce, L., Bennett, M. and Jones, S.E. (2022) 'The relation between discipline identity and academic achievement within a marketized higher education context: A serial mediation model of approaches to learning and course complaints', Frontiers in Psychology, 13, article no. 749436 (In Press).en
dc.identifier.issn1664-1078en
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2022.749436
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/12541
dc.descriptionItem not available in this repository.en
dc.description.urihttps://doi.org/10.3389/fpsyg.2022.749436en
dc.language.isoenen
dc.publisherFrontiersen
dc.relation.ispartofFrontiers in Psychologyen
dc.titleThe relation between discipline identity and academic achievement within a marketized higher education context: A serial mediation model of approaches to learning and course complaintsen
dc.typeArticleen
dcterms.accessRightsnone
dcterms.dateAccepted2022-02-09
dc.description.ispublishedinpress
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2022
refterms.depositExceptionpublishedGoldOAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorJones, Sianen
qmu.centreCentre for Applied Social Sciencesen
dc.description.statusinpress
refterms.versionNAen


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