[What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?]

Emde FA, Weber KE.

DOI: 10.1007/s35834-022-00335-9
Published: 2022-05-05
Container: Z Bild Forsch
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.1007/s35834-022-00335-9,
  title = {[What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?]},
  author = {Emde FA and  Weber KE.},
  year = {2022},
  journal = {Z Bild Forsch},
  doi = {10.1007/s35834-022-00335-9},
  url = {https://doi.org/10.1007/s35834-022-00335-9}
}

RIS

TY  - JOUR
TI  - [What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?]
AU  - Emde FA
AU  -  Weber KE.
PY  - 2022
JO  - Z Bild Forsch
DO  - 10.1007/s35834-022-00335-9
UR  - https://doi.org/10.1007/s35834-022-00335-9
ER  -

APA

FA, E., & KE., W. (2022). [What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?]. Z Bild Forsch. https://doi.org/10.1007/s35834-022-00335-9

Source records

europe-pmc · retrieved 2026-09-27T02:04:06.590Z