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The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher's Emotional Intelligence and Teacher-child Interaction

机译：幼儿园教师情报与教师 - 儿童互动的效力信仰的连续调解效果。

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Mi Ra Chung; Sei Kyung Kim; Min Jeong Kim;
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年度 2016
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The Sequential Mediation Effects of Efficacy Belief about Play and Professional Recognition between Kindergarten Teacher's Emotional Intelligence and Teacher-child Interaction

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