Cite
What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports.
MLA
Bieg, Madeleine, et al. “What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports.” PLoS ONE, vol. 9, no. 3, Mar. 2014, pp. 1–9. EBSCOhost, https://doi.org/10.1371/journal.pone.0092563.
APA
Bieg, M., Goetz, T., & Lipnevich, A. A. (2014). What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports. PLoS ONE, 9(3), 1–9. https://doi.org/10.1371/journal.pone.0092563
Chicago
Bieg, Madeleine, Thomas Goetz, and Anastasiya A. Lipnevich. 2014. “What Students Think They Feel Differs from What They Really Feel – Academic Self-Concept Moderates the Discrepancy between Students’ Trait and State Emotional Self-Reports.” PLoS ONE 9 (3): 1–9. doi:10.1371/journal.pone.0092563.