ArtikelRelevance of perceived teacher humor types for instruction and student learning
Bieg, S. & Dresel, M. (2018). Relevance of perceived teacher humor types for instruction and student learning, Social Psychology of Education(21), 805-825.DOI: 10.1007/s11218-018-9428-z
Sprache: Keine Angabe
Art der Begutachtung: Keine Angabe
Print: Nein
Online: Nein
Datenmedium: Keine Angabe
