EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?

Ruiyun Sun

Open source

DOI: 10.3389/fpsyg.2022.925441
Published: 2022-06-28
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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uncertain Score 64/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2022.925441,
  title = {EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?},
  author = {Ruiyun Sun},
  year = {2022},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2022.925441},
  url = {https://doi.org/10.3389/fpsyg.2022.925441}
}

RIS

TY  - JOUR
TI  - EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?
AU  - Ruiyun Sun
PY  - 2022
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2022.925441
UR  - https://doi.org/10.3389/fpsyg.2022.925441
ER  -

APA

Sun, R. (2022). EFL Learners' Perceptions of Classroom Justice: Does Teacher Immediacy and Credibility Matter?. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.925441

Source records

crossref · retrieved 2026-11-10T08:30:58.515Z