Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence
- DOI
- 10.1002/dys.1713
- Published
- 2022-05-27
- Container
- Dyslexia
- Publisher
- Wiley
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1002/dys.1713,
title = {Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence},
author = {Odile Rohmer and Nadège Doignon‐Camus and Jean Audusseau and Séléna Trautmann and Anne‐Clémence Chaillou and Maria Popa‐Roch},
year = {2022},
journal = {Dyslexia},
doi = {10.1002/dys.1713},
url = {https://doi.org/10.1002/dys.1713}
}RIS
TY - JOUR TI - Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence AU - Odile Rohmer AU - Nadège Doignon‐Camus AU - Jean Audusseau AU - Séléna Trautmann AU - Anne‐Clémence Chaillou AU - Maria Popa‐Roch PY - 2022 JO - Dyslexia DO - 10.1002/dys.1713 UR - https://doi.org/10.1002/dys.1713 ER -
APA
Rohmer, O., Doignon‐Camus, N., Audusseau, J., Trautmann, S., Chaillou, A., & Popa‐Roch, M. (2022). Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence. Dyslexia. https://doi.org/10.1002/dys.1713
Source records
- crossref · retrieved 2026-09-27T09:46:15.672Z