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The Study of "The Anxiety of Influence" on Sung(Song) PoetsChen, Chao-yin 20 August 2007 (has links)
The author of this dissertation utilizes Harold Bloom's
literary theory, known as "The Anxiety of Influence"(1973) 
as the theoretical basis and applies it to the study of the
phenomena of the Sung poetry. She uses the
concepts of "influence" and "misreading" to examine the
interaction and relationship between Sung poets
and their predecessors.
The author chooses five strong Sung poets and
observes their creative state of mind while they faced the
pressure of influence. Based on their writing strategies,
the author inducts "revisionary ratios" that is specific to
the Chinese culture and proceeds to shape a new
theoretical perspective on the history of Sung poetry.
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Examination stress and coping from a cognitive-process perspectiveGrina, Michaele E. 30 April 1987 (has links)
This study was designed to determine whether or not students'
emotions and coping would change during stages of an examination.
If changes in emotions and coping were recorded at different phases of
an examination, then these findings would substantiate the position that
stress and coping are processes. In addition, the research attempted
to determine whether or not mediating factors would influence students'
reactions to the examination encounter. The mediating factors that were
examined were personality traits, cognitive appraisals, stress emotions,
and coping strategies.
One hundred-seventeen student volunteers from four sections of
college mathematic classes participated in this study. They were asked
to complete four sets of questionnaires on their reactions to tests.
The instruments used for measuring personality traits were The
Reactions to Tests Scale (Test Anxiety), the Rosenberg Self-esteem Scale,
and the Test Efficacy Scale. Emotions were assessed with the Stress
Emotions Scale; cognitive appraisal was measured by The Stakes and
Difficulty of the Examination Scale; and coping was assessed by the
Ways of Coping Checklist.
Eleven hypotheses were tested in this study. The statistical
procedure for the first two hypotheses was the T test. In addition, a
Pearson Product-Moment Correlation was computed to test for significant
relationships for the remaining nine hypotheses. Regressions were
used for variables which showed significant correlations with the
personality trait measures in order to explain variations in emotions.
Seven of the null hypotheses were rejected. The following conclusions
we~e drawn from the study:
1. In some respects, stress and coping can be defined as a process.
2. The mediating factors, appraisal and coping, did influence the
students' emotional reactions to the examination.
3. The mediating factor, personality traits, did influence the
students' emotional and behavioral reactions to the examination.
In view of the findings, it is recommended that:
1. Further research be conducted on examination stress in order to
convincingly substantiate that stress and coping are processes.
2. Counselors and educators in higher education develop testing
procedures that facilitate students' test-taking ability.
3. Counseling services in higher education be designed to enhance
the performance and comfort level of highly test-anxious students. / Graduation date: 1987
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A comparison of three treatments to reduce test anxiety / c by Anna Lee.Lee, Anna. January 1978 (has links)
Thesis (M.A.)--Ohio State University. / Bibliography: leaves 67-73.
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The intergenerational transmission of anxiety a prospective study /Kaufmann, Elizabeth Rae, Tharinger, Deborah, Jacobvitz, Deborah, January 2003 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Deborah Tharinger and Deborah Jacobvitz. Vita. Includes bibliographical references. Available also from UMI Company.
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The self and anxietySalisbury, Winfield Wyman, January 1963 (has links)
Thesis--State University of Iowa. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Mathematics anxiety at Chippewa Valley Technical CollegeTruttschel, William J. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.
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The intergenerational transmission of anxiety: a prospective studyKaufmann, Elizabeth Rae 28 August 2008 (has links)
Not available / text
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The effect of attention-to-breathing on respiration rate, tidal volume, minute volume, breath pattern and state anxietyFlynn, Todd Cornelius, 1944- January 1977 (has links)
No description available.
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The effect of anxiety level and differentially arousing instructions on distractability in childrenJohnson, Myles Ernest January 1969 (has links)
There is no abstract available for this thesis.
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Worry, information processing and event-related potentialsMark, Ruth Elaine January 1992 (has links)
No description available.
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