Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary-secondary education transition. (2020)
Abstract
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Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1098/rsos.191433
PubMed Identifier: 32537188
Publication URI: http://europepmc.org/abstract/MED/32537188
Type: Journal Article/Review
Volume: 7
Parent Publication: Royal Society open science
Issue: 5
ISSN: 2054-5703