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Study persistence and academic achievement as a function of the type of competing tendencies

✍ Scribed by Willy Lens; Marlies Lacante; Maarten Vansteenkiste; Dora Herrera

Publisher
Springer-Verlag
Year
2005
Tongue
English
Weight
86 KB
Volume
20
Category
Article
ISSN
0256-2928

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Selected and randomly assigned 5 1 institutionalized conduct disordered adolescent females to one of three treatment conditions. Ss' responses to a short form of the WISC-R were followed by examiner praise, neutral feedback, or token reinforcement. A series of Pearson product-moment correlations wer