{"title":"COVID-19大流行期间幸福感与学业成绩之间的纵向联系》补充材料:测试第一代大学生和继续就读大学生学业压力的调节作用","authors":"","doi":"10.1037/dhe0000548.supp","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":502529,"journal":{"name":"Journal of Diversity in Higher Education","volume":"74 5","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Supplemental Material for Longitudinal Associations Between Well-Being and Academic Achievement Throughout the COVID-19 Pandemic: Testing the Moderating Role of Academic Stress Among First-Generation and Continuing College Students\",\"authors\":\"\",\"doi\":\"10.1037/dhe0000548.supp\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":502529,\"journal\":{\"name\":\"Journal of Diversity in Higher Education\",\"volume\":\"74 5\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Diversity in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/dhe0000548.supp\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Diversity in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/dhe0000548.supp","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Supplemental Material for Longitudinal Associations Between Well-Being and Academic Achievement Throughout the COVID-19 Pandemic: Testing the Moderating Role of Academic Stress Among First-Generation and Continuing College Students