Theoretical models, based on cognitive-behavioural and perceptual psychology tenets, were proposed in an attempt to understand direct and indirect effects of self-concept, test anxiety, and family social status on the verbal academic achievement of 260 primary student teachers and 159 secondary student teachers.
| Identifer | oai:union.ndltd.org:ADTP/245287 |
| Creators | Smith, Kenneth H. |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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