APA (7th ed.) Citation

Salchegger, S. (2016). Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect across Cultures. Journal of educational psychology, 108(3), 405-423. https://doi.org/10.1037/edu0000063

Chicago Style (17th ed.) Citation

Salchegger, Silvia. "Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect Across Cultures." Journal of Educational Psychology 108, no. 3 (2016): 405-423. https://doi.org/10.1037/edu0000063.

MLA (9th ed.) Citation

Salchegger, Silvia. "Selective School Systems and Academic Self-Concept: How Explicit and Implicit School-Level Tracking Relate to the Big-Fish--Little-Pond Effect Across Cultures." Journal of Educational Psychology, vol. 108, no. 3, 2016, pp. 405-423, https://doi.org/10.1037/edu0000063.