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	Private tutoring, students’ cognitive ability and school engagement, and the formal schooling context: Evidence from middle school students in China
	Zhang Y.
刊名	Chinese Journal of Sociology
	2018
卷号	4期号:2页码:277-298
关键词	cognitive ability formal schooling multilevel models Private tutoring school engagement
DOI	10.1177/2057150X18764859
URL标识	查看原文
公开日期	[db:dc_date_available]
内容类型	期刊论文
URI标识	http://www.corc.org.cn/handle/1471x/4583359
专题	山东大学
作者单位	Department of Sociology, Shandong University, Jinan, China
推荐引用方式 GB/T 7714	Zhang Y.. Private tutoring, students’ cognitive ability and school engagement, and the formal schooling context: Evidence from middle school students in China[J]. Chinese Journal of Sociology,2018,4(2):277-298.
APA	Zhang Y..(2018).Private tutoring, students’ cognitive ability and school engagement, and the formal schooling context: Evidence from middle school students in China.Chinese Journal of Sociology,4(2),277-298.
MLA	Zhang Y.."Private tutoring, students’ cognitive ability and school engagement, and the formal schooling context: Evidence from middle school students in China".Chinese Journal of Sociology 4.2(2018):277-298.

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