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991.
A. Rita Caffary 《Psychology in the schools》1987,24(1):45-48
The purpose of this article is to highlight the complexities of treating eating disorders. It provides a theoretical framework for identification, diagnosis, and treatment of anorexia and bulimia. 相似文献
992.
993.
Thomas A. Buckley 《运动与健康科学(英文)》2021,10(2):111-112
The topic of sports-related concussion has been,and will likely continue to be,one of the most challenging topics in sports medicine.The last 2 decades of resea... 相似文献
994.
995.
The relationship of creativity and intelligence to self-concept was examined in Israeli children (N = 159) of superior intelligence (mean WISC IQ = 140) across a wide age range (Grades 4–8). The instruments were the Wallach & Kogan Creativity battery, a group intelligence test and the Tennessee Self-Concept Scale. It was concluded that for children of superior intelligence, differences in creativity level were far more implicated in personal-social adjustment than were differences in intelligence level. 相似文献
996.
The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits. 相似文献
997.
998.
Fifty-nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testing. 相似文献
999.
1000.
Self-esteem was found to have a moderate relationship with, but not a strong independent effect on, school achievement and behavior for a sample of 530 twelve-year-olds. From multiple correlation coefficients predicting school outcomes from measures of socioeconomic status, IQ, and self-esteem, it was concluded that much of the relationship between self-esteem and school performance for the general school population can best be explained as reflecting common underlying factors such as ability and background. 相似文献