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To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it. To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relationship and by children's emotional appraisal of what reaction they expect to have while completing the task. One
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