๐”– Bobbio Scriptorium
โœฆ   LIBER   โœฆ

Paranoid beliefs and self-criticism in students

โœ Scribed by A. Mills; P. Gilbert; R. Bellew; K. McEwan; C. Gale

Publisher
John Wiley and Sons
Year
2007
Tongue
English
Weight
97 KB
Volume
14
Category
Article
ISSN
1063-3995

No coin nor oath required. For personal study only.

๐Ÿ“œ SIMILAR VOLUMES

Self-efficacy beliefs and the writing pe
Self-efficacy beliefs and the writing performance of entering high school students
โœ Frank Pajares; Margaret J. Johnson ๐Ÿ“‚ Article ๐Ÿ“… 1998 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 936 KB

Path analysis was used to test the influence of writing self-efficacy, writing apprehension, and writing aptitude on the essay-writing performance of 181 ninth-grade students. A model that also included gender accounted for 53% of the variance in performance. As hypothesized, both aptitude and stude

The self concept in paranoid schizophren
The self concept in paranoid schizophrenia
โœ Arthur H. Rogers ๐Ÿ“‚ Article ๐Ÿ“… 1958 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 168 KB ๐Ÿ‘ 1 views
Beliefs about aggression in British stud
Beliefs about aggression in British students from individualist and collectivist cultures
โœ Van Lal Thanzami; John Archer ๐Ÿ“‚ Article ๐Ÿ“… 2005 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 99 KB

This study assessed the hypothesis that people from an individualist culture (100 British Anglo-Saxon students) would show higher instrumental (I) and lower expressive (E) beliefs about aggression than those from a collectivist culture (100 British Asian students). The hypothesis was not supported a

Helping students acquire belief-inconsis
Helping students acquire belief-inconsistent and belief-consistent science facts: Comparisons between individual and dyad study using elaborative interrogatin, self-selected study and repetitious-reading
โœ Vera E. Woloshyn; Denise B. Stockley ๐Ÿ“‚ Article ๐Ÿ“… 1995 ๐Ÿ› John Wiley and Sons ๐ŸŒ English โš– 935 KB

## Abstract One hundred and eighty four grade 6 and 7 students processed 32 factual statements in one of two studies reported here. Half the statements were consistent with the students' prior knowledge, whereas the remaining facts were inconsistent with it. Students studied the facts alone, or wit