Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity.

MLA

Nauman, Cambrian, et al. “Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity.” Journal of Child & Family Studies, vol. 32, no. 7, July 2023, pp. 1895–910. EBSCOhost, https://doi.org/10.1007/s10826-022-02496-7.

APA

Nauman, C., Goble, P., Alfaro, E. C., & Weimer, A. A. (2023). Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity. Journal of Child & Family Studies, 32(7), 1895–1910. https://doi.org/10.1007/s10826-022-02496-7

Chicago

Nauman, Cambrian, Priscilla Goble, Edna C. Alfaro, and Amy A. Weimer. 2023. “Adolescent Academic Success: Teacher-Child Interactions as a Buffer for Early Childhood Relational Adversity.” Journal of Child & Family Studies 32 (7): 1895–1910. doi:10.1007/s10826-022-02496-7.