The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation
- DOI
- 10.3389/fpsyg.2026.1872072
- Published
- 2026-07-16
- Container
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1872072,
title = {The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation},
author = {Shihan Wang and Lifang Tang},
year = {2026},
journal = {Frontiers in Psychology},
doi = {10.3389/fpsyg.2026.1872072},
url = {https://doi.org/10.3389/fpsyg.2026.1872072}
}RIS
TY - JOUR TI - The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation AU - Shihan Wang AU - Lifang Tang PY - 2026 JO - Frontiers in Psychology DO - 10.3389/fpsyg.2026.1872072 UR - https://doi.org/10.3389/fpsyg.2026.1872072 ER -
APA
Wang, S., & Tang, L. (2026). The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1872072
Source records
- crossref · retrieved 2026-09-26T10:57:25.969Z