ZHANG YY
Associate Professor
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Private Tutoring, Students’ Cognitive Ability and School Engagement, and the Formal Schooling Context: Evidence from Middle School Students in China
  • Affiliation of Author(s):
    哲学与社会发展学院
  • Journal:
    Chinese Journal of Sociology
  • First Author:
    张月云
  • Document Code:
    E33E8BCFD159428A908BB660E7569CA4
  • Issue:
    2
  • Number of Words:
    8
  • Translation or Not:
    no
  • Date of Publication:
    2018-04-19

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