Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning

Ran Liu, Yi-Lin Chiang

Open source

DOI: 10.1186/s40711-019-0095-z
Published: 4
Container: The Journal of Chinese Sociology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.1186/s40711-019-0095-z,
  title = {Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning},
  author = {Ran Liu and Yi-Lin Chiang},
  year = {2019},
  journal = {The Journal of Chinese Sociology},
  doi = {10.1186/s40711-019-0095-z},
  url = {https://doi.org/10.1186/s40711-019-0095-z}
}

RIS

TY  - JOUR
TI  - Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning
AU  - Ran Liu
AU  - Yi-Lin Chiang
PY  - 2019
JO  - The Journal of Chinese Sociology
DO  - 10.1186/s40711-019-0095-z
UR  - https://doi.org/10.1186/s40711-019-0095-z
ER  -

APA

Liu, R., & Chiang, Y. (2019). Who is more motivated to learn? The roles of family background and teacher-student interaction in motivating student learning. The Journal of Chinese Sociology. https://doi.org/10.1186/s40711-019-0095-z

Source records

doaj · retrieved 2026-09-26T16:50:24.061Z