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| 11. |
Sex, race, and grade differences in the locus of control orientations of at‐risk elementary students |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 84-88
Beverly D. Payne,
David A. Payne,
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摘要:
AbstractExtensive educational efforts recently have been focused on the plight of the at‐risk student. A multitude of variables contribute to a depressed likelihood of academic success; among these are poor academic preparation, lack of parental support, and several personality factors such as lowered self‐concept, motivation, and confidence. One variable that has not been examined systematically in regard to the at‐risk student is locus of control orientation. Two decades of research support the positive relationship of internal locus of control and achievement. To investigate this variable, 643 elementary school students were included in a 2 × 2 × 2 × 6 analysis of variance design. No main effects for sex or race were found. A significant main effect for conditions (at‐risk vs. not‐at‐risk) was observed, with the at‐risk students being more externally oriented. In addition, a significant effect for grade was noted, with the trend being for grade (age) to be positively related to internality. The importance of developing a program aimed at enhancing internal locus of control and its natu
ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<84::AID-PITS2310260112>3.0.CO;2-D
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 12. |
Behavior and achievement relationships with emotionally disturbed children: An applied study |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 89-99
Edward Gaughan,
Saul Axelrod,
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摘要:
AbstractReciprocal relationships between on‐task behavior and certain academic performance targets have been demonstrated in a number of short‐term applied behavior analysis studies. These studies have not had emotionally disturbed or behavior disordered (ED/BD) children as subjects, and are generally not carried out over sufficient intervals to measure effects on standardized tests of achievement. Studies of ongoing programs over longer periods of time have shown inconsistent results when comparing levels of on‐task behavior with standardized achievement gains. The present study questions the hypothesized relationship between on‐task behaviors and standardized achievement with ED/BD children. Further, it seeks to determine significant relationships between certain specific on‐task behaviors (e.g., completing assignments) and standardized achievement. Forty ED/BD children participated in a token economy over the course of an entire academic year. Minimal pre‐post achievement gains (p<.01) and a high level of on‐task behavior (84%) were noted, but there were no significant relationships between on‐task behaviors and measured achievement. The results are discussed in the context of similar findings from other ongoing programs with ED/BD students. Suggestions are offered for investigating other classes of behavior (e.g., academic engaged time) with these children, in order to discover more consistent behavior‐achievem
ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<89::AID-PITS2310260113>3.0.CO;2-W
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 13. |
Pryzwansky, W. B.,&Wendt, R. N. (1987). Psychology as a profession. New York: Pergamon, 189 pp., $11.95 (paper). Oster, G. D., Caro, J. E., Eagen, D. R.,&Lillo, M. A. (1988). Assessing adolescents. New York: Pergamon, 152 pp., $12.95 (paper). Matson, J. L.,&Ollendick, T. H. (1988). Enhancing children's social skills: Assessment and training. New York: Pergamon, 110 pp., $11.95 (paper) |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 100-102
Gilbert R. Gredler,
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ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<100::AID-PITS2310260114>3.0.CO;2-I
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 14. |
Chandler, L. A. (1985). Children under stress: Understanding emotional adjustment reactions (2nd ed.). Springfield, IL: Thomas. 124 pp., $20.75 |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 102-103
William E. Roweton,
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ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<102::AID-PITS2310260115>3.0.CO;2-9
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 15. |
Gittelman, R. (Ed.). (1986). Anxiety disorders of childhood. New York: Guilford, 271 pp., $25.00 |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 104-105
Fred H. Wallbrown,
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ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<104::AID-PITS2310260116>3.0.CO;2-0
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 16. |
Gold, M.,&Mann, D. W. (1984).Expelled to a friendlier place: A study of eflective alternative schools. Ann Arbor: University of Michigan Press, 174 pp., $12.95 |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 105-106
Rosemary Barton Tobin,
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ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<105::AID-PITS2310260120>3.0.CO;2-E
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 17. |
Books Received Recently |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page 107-107
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ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<107::AID-PITS2310260121>3.0.CO;2-5
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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| 18. |
Masthead |
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Psychology in the Schools,
Volume 26,
Issue 1,
1989,
Page -
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ISSN:0033-3085
DOI:10.1002/1520-6807(198901)26:1<::AID-PITS2310260101>3.0.CO;2-0
出版商:Wiley Subscription Services, Inc., A Wiley Company
年代:1989
数据来源: WILEY
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