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Academic Self-Attributions for Success and Failure in Mathematics and School Refusal
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Gonzálvez, Carolina; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; Aparicio-Flores, M. Pilar; García-Fernández, José M. – Psychology in the Schools, 2018
The aim of this research is twofold: to analyze the mean differences scores in mathematic self-attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale-Revised were administered to 1078 Spanish students (50.8% boys) aged…
Descriptors: Mathematics Skills, Scores, Self Concept, Attribution Theory
Peer Victimization in Children with Attention-Deficit/Hyperactivity Disorder
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Wiener, Judith; Mak, Meghan – Psychology in the Schools, 2009
This study explored peer victimization in 9- to 14-year-old children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self-reported victimization by peers and parent- and teacher-reported bullying behavior…
Descriptors: Bullying, Attention Deficit Hyperactivity Disorder, Victims of Crime, Peer Relationship
Educational Characteristics of Students with High or Low Self-Concept.
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Hay, Ian; Ashman, Adrian F.; Van Kraayenoord, Christina E. – Psychology in the Schools, 1998
To examine education characteristics associated with students' self-concepts, teachers observed 515 preadolescent students in 18 schools. Students with high self-concept were rated by teachers as being more popular, cooperative, and persistent; being leaders and less anxious; and having family support and high teacher expectations. Students with…
Descriptors: Anxiety, Intermediate Grades, Peer Relationship, Preadolescents
Predictors of Classroom Stress and Burnout Experienced by Gifted and Talented Students.
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Fimian, Michael J. – Psychology in the Schools, 1988
Assessed classroom stress and burnout experienced by 121 gifted and talented students, ages 10-15, in combination with background, personal, and general anxiety and stress variables. Found poor self-esteem, an externalized locus of control, high levels of state and trait anxiety, poor school life quality, and tedium proved to be significant…
Descriptors: Academically Gifted, Adolescents, Anxiety, Burnout