APA (7th ed.) Citation

Mendoza, N. B., Yan, Z., & King, R. B. (2023). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement: Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European journal of psychology of education, 38(2), 607-630. https://doi.org/10.1007/s10212-022-00620-1

Chicago Style (17th ed.) Citation

Mendoza, Norman B., Zi Yan, and Ronnel B. King. "Domain-specific Motivation and Self-assessment Practice as Mechanisms Linking Perceived Need-supportive Teaching to Student Achievement: Domain-specific Motivation and Self-assessment Practice as Mechanisms Linking Perceived Need-supportive Teaching to Student Achievement." European Journal of Psychology of Education 38, no. 2 (2023): 607-630. https://doi.org/10.1007/s10212-022-00620-1.

MLA (9th ed.) Citation

Mendoza, Norman B., et al. "Domain-specific Motivation and Self-assessment Practice as Mechanisms Linking Perceived Need-supportive Teaching to Student Achievement: Domain-specific Motivation and Self-assessment Practice as Mechanisms Linking Perceived Need-supportive Teaching to Student Achievement." European Journal of Psychology of Education, vol. 38, no. 2, 2023, pp. 607-630, https://doi.org/10.1007/s10212-022-00620-1.