APA (7th ed.) Citation

Burbidge, A., Zhu, S., Cheung, S., & Oyserman, D. (2024). Believing that difficulty signals importance improves school outcomes by bolstering academic possible identities, a recursive analysis. PLoS ONE, 19(10), 1. https://doi.org/10.1371/journal.pone.0308376

Chicago Style (17th ed.) Citation

Burbidge, Alysia, Shimin Zhu, Sing-Hang Cheung, and Daphna Oyserman. "Believing That Difficulty Signals Importance Improves School Outcomes by Bolstering Academic Possible Identities, a Recursive Analysis." PLoS ONE 19, no. 10 (2024): 1. https://doi.org/10.1371/journal.pone.0308376.

MLA (9th ed.) Citation

Burbidge, Alysia, et al. "Believing That Difficulty Signals Importance Improves School Outcomes by Bolstering Academic Possible Identities, a Recursive Analysis." PLoS ONE, vol. 19, no. 10, 2024, p. 1, https://doi.org/10.1371/journal.pone.0308376.