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Peer reviewedMarsh, Herbert W.; And Others – Journal of Educational Psychology, 1983
Test-retest data (six-month interval) collected on preadolescent student self-concepts, teachers' ratings of student self-concepts, and academic ability provided strong support for the construct validity of self-concept. The multiple dimensions of self-concept showed a logical and consistent pattern of relationships with a variety of criteria.…
Descriptors: Academic Achievement, Foreign Countries, Intermediate Grades, Preadolescents
Download full textMarsh, Herbert W.; Smith, Ian D. – 1986
The purposes of the present investigation are to compare the structure and level of multidimensional self-concepts for boys and girls from England and Australia, and to demonstrate the use of confirmatory factor analysis (CFA) in making such comparisons. Subjects were random samples of 303 English preadolescents and 303 Australians that were…
Descriptors: Cross Cultural Studies, Factor Analysis, Factor Structure, Foreign Countries
Cunningham, E. G.; Brandon, C. M.; Frydenberg, E. – 2000
This paper examines the effectiveness of a universal school-based prevention program designed to increase coping resources in preadolescents through the modeling and teaching of optimistic thinking skills in response to real and hypothetical events. Six classroom teachers implemented the program in grades five and six within the regular school…
Descriptors: Coping, Curriculum Development, Elementary School Teachers, Foreign Countries
Peer reviewedTabe, Noble; Jackson, Merrill – Australia and New Zealand Journal of Developmental Disabilities, 1989
Sixteen moderately mentally retarded children, aged 9-13, were trained in sight words by manipulating pictorial stimuli (fading versus nonfading) in relationship to the word stimulus location (superimposition versus juxtaposition of picture and word), to orient the learner's attention to the word. Subjects who were trained using superimposition…
Descriptors: Foreign Countries, Intermediate Grades, Moderate Mental Retardation, Pictorial Stimuli
Peer reviewedSharpley, Christopher F.; And Others – Psychology in the Schools, 1989
Investigated effects of 3 routine classroom arithmetic and reading tasks upon the heart rate reactivity of 30 fifth grade children. Results indicated that some children showed large increases in heart rates during the three tasks, and that these children should be considered at risk for coronary heart disease. (Author/TE)
Descriptors: At Risk Persons, Class Activities, Foreign Countries, Grade 5
