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

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Bibliographic Details
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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Description
ISSN:	19326203
DOI:	10.1371/journal.pone.0308376