Global ETD Search

301	The relationship of cognitive style and classroom environment to academic achievement: An exploratory study Wagner, Rudolph January 1977 (has links) Abstract not available. Education, Educational Psychology.
302	The effectiveness of various reponses to students' expressed need of counselling on measures of self-concept Klempay, Mary Janet January 1964 (has links) Abstract not available. Education, Educational Psychology.
303	A relational study of delayed gratification and Torrance's concept of creative thinking at the grade eight level Blackwood, Egerton G January 1981 (has links) Abstract not available. Education, Educational Psychology.
304	Relationships between the stimulus-seeking motive, school climate and self reported school deviant behavior Wasson, Avtar Singh January 1982 (has links) Abstract not available. Education, Educational Psychology.
305	Éducation des adolescents dans ses rapports avec la psychologie dynamique Dupont, Vincent January 1966 (has links) Abstract not available. Education, Educational Psychology.
306	La Relation entre le degré de différenciation psychologique et le niveau de complexité des objectifs pédagogiques en mathématiques Pelletier, Aurèle January 1950 (has links) Abstract not available. Education, Educational Psychology.
307	La standardisation du test S-L-P de lecture rapide et intelligente Paul-Armand, Frère January 1951 (has links) Abstract not available. Education, Educational Psychology.
308	The nostalgia of four groups of male high school boarders Lirette, Albert J January 1952 (has links) Abstract not available. Education, Educational Psychology.
309	A comparison of two school age populations in their respective rates of perception of reversals in dynamic Lissajou figures Mangan, James J January 1956 (has links) Abstract not available. Education, Educational Psychology.
310	A multi-informant study of peer victimization, children's mental health, and academic achievement: The moderating role of family functioning Brittain, Heather L January 2011 (has links) In the present study parent and child concordance of peer victimization and associations with mental health (depression and anxiety), academic achievement, and family functioning was assessed using a multi-informant, multi-method approach. Parents and children completed assessments of peer victimization and mental health, parents completed a measure of family functioning, and grades were assessed by teachers. Children were classified into three peer victimization status groups and one non-victimization group on the basis of concordance of parent and child reports. Results indicate that children rated as victims by any informant (parent or self) scored higher on depression and anxiety and lower academic achievement than non-victims. Although differences in family functioning were not found between each of the victim and non-victim groups, family functioning moderated the association between peer victimization and mental health for boys. For boys who self-reported victimization but parents did not, a high functioning family environment was associated with lower depression and anxiety. Results highlight the need for greater home school communication about peer victimization and for schools to educate parents about ways to talk to children about bullying. Education, Educational Psychology.

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