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Believing that difficulty signals importance improves school outcomes by bolstering academic possible identities, a recursive analysis.

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Title: Believing that difficulty signals importance improves school outcomes by bolstering academic possible identities, a recursive analysis.
Authors: Burbidge, Alysia1 (AUTHOR), Zhu, Shimin2 (AUTHOR), Cheung, Sing-Hang3 (AUTHOR), Oyserman, Daphna1 (AUTHOR) oyserman@usc.edu
Source: PLoS ONE. 10/21/2024, Vol. 19 Issue 10, p1-22. 22p.
Database: Academic Search Ultimate
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  Data: Believing that difficulty signals importance improves school outcomes by bolstering academic possible identities, a recursive analysis.
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  Data: <searchLink fieldCode="JN" term="%22PLoS+ONE%22">PLoS ONE</searchLink>. 10/21/2024, Vol. 19 Issue 10, p1-22. 22p.
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        Value: 10.1371/journal.pone.0308376
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        Text: English
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              Text: 10/21/2024
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