Log in

Relevant bibliographies by topics / Achievement motication in children / Journal articles

To see the other types of publications on this topic, follow the link: Achievement motication in children.

Journal articles on the topic 'Achievement motication in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Achievement motication in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Huang, Gary G. "Mathematics Achievement by Immigrant Children." education policy analysis archives 8 (May 30, 2000): 25. http://dx.doi.org/10.14507/epaa.v8n25.2000.

Full text

Abstract:

In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born childrenpresumably children of indigenous groupsthan among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.

APA, Harvard, Vancouver, ISO, and other styles

2

Bear, George G., Kathleen M. Minke, Shaunna M. Griffin, and Sandra A. Deemer. "Achievement-Related Perceptions of Children with Learning Disabilities and Normal Achievement." Journal of Learning Disabilities 31, no. 1 (January 1998): 91–104. http://dx.doi.org/10.1177/002221949803100109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Millichap, J. Gordon. "Academic Achievement in Children with Epilepsy." Pediatric Neurology Briefs 12, no. 5 (May 1, 1998): 36. http://dx.doi.org/10.15844/pedneurbriefs-12-5-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Polit, Denise F., and Toni Falbo. "The Intellectual Achievement of Only Children." Journal of Biosocial Science 20, no. 3 (July 1988): 275–86. http://dx.doi.org/10.1017/s0021932000006611.

Full text

Abstract:

SummaryA quantitative review of the literature on the intellectual achievement of only children indicated that only children were never at a disadvantage in relation to any comparison group; nor were they significantly different from first-born children or children from two-child families. Moreover, only children were at a significant advantage in comparison with later-born children and those from large families. The consistency of these findings across subgroups suggests that interpersonal mechanisms are largely responsible. The strong only-child advantage on tests of verbal ability, together with the overall pattern of findings, implicates parent–child interactions as responsible for the family size and birth order variations in intellectual achievement.

APA, Harvard, Vancouver, ISO, and other styles

5

Thanssoulis, Emmanuel. "Setting Achievement Targets for School Children." Education Economics 7, no. 2 (August 1999): 101–19. http://dx.doi.org/10.1080/09645299900000010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

DuPaul, George J. "ACADEMIC ACHIEVEMENT IN CHILDREN WITH ADHD." Journal of the American Academy of Child & Adolescent Psychiatry 45, no. 7 (July 2006): 766. http://dx.doi.org/10.1097/01.chi.0000219828.70483.c5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Chall, Jeanne S. "Raising the Achievement of American Children." Contemporary Psychology: A Journal of Reviews 35, no. 4 (April 1990): 387–89. http://dx.doi.org/10.1037/028500.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

FISHLER, K., C. G. AZEN, E. G. FRIEDMAN, and R. KOCH. "School achievement in treated PKU children." Journal of Intellectual Disability Research 33, no. 6 (June 28, 2008): 493–98. http://dx.doi.org/10.1111/j.1365-2788.1989.tb01505.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Wadsby, Marie, and Carl Göran Svedin. "Academic achievement in children of divorce." Journal of School Psychology 34, no. 4 (December 1996): 325–36. http://dx.doi.org/10.1016/s0022-4405(96)00018-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Mooij, Ton. "PREDICTING (UNDER)ACHIEVEMENT OF GIFTED CHILDREN." European Journal of High Ability 3, no. 1 (January 1992): 59–74. http://dx.doi.org/10.1080/0937445920030106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Seidenberg, Michael, Niels Beck, Michael Geisser, Bruno Giordani, J. Chris Sackellares, Stanley Berent, F. E. Dreifuss, and Thomas J. Boll. "Academic Achievement of Children with Epilepsy." Epilepsia 27, no. 6 (December 1986): 753–59. http://dx.doi.org/10.1111/j.1528-1157.1986.tb03606.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Kumari, S. Ashwini, Saritha Devi, and K. Mayuri. "Family Factors and Academic Achievement: A Comparative Study of Residential School Children and Rural Government School Children." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (June 24, 2017): 190. http://dx.doi.org/10.21013/jems.v7.n3.p3.

Full text

Abstract:

<div><p>The study compares the effects of family factors contributing to the High Academic Achievement of Private Residential School Children and Rural Government School Children. Children studying in selected private residential schools and rural government schools in IX and X classes with highest ranks (first 3-4 ranks) in the previous year were selected. Total sample comprised 240 children, 120 from each setting, 60 from IX class and 60 from X class. An Interview schedule was developed by the investigator for the children to know their perceptions about family contributing factors. The study concluded that children of Private Residential Schools and Rural Government Schools were average and similar in their perceptions regarding parental contributions for their Academic Achievement. High Parental Aspirations Expectations helped in high achievement in both groups but comparatively high in Private Residential School children. Whereas contribution of Siblings Relationship and Assistance of others was high in Rural Government School children and average in Private Residential School children. Coming to the gender and age variations in family contributing factors, there was significantly high parental contributions for Academic Achievement of boys than girls in private Residential schools and higher age group children of Rural Government schools have significantly more parental contribution for their Academic Achievement than lower age group children. Achievement in English was highly positively correlated with family’s Economic status in Private Residential schools. There was significant positive correlation between achievement in mathematics and parental contribution, achievement in science and Parental Aspirations in Rural Government School children.</p></div>

APA, Harvard, Vancouver, ISO, and other styles

13

Cherian, Varghese I. "Academic Achievement of Children of Divorced Parents." Psychological Reports 64, no. 2 (April 1989): 355–58. http://dx.doi.org/10.2466/pr0.1989.64.2.355.

Full text

Abstract:

This study investigated the academic achievement of 242 pupils whose parents were divorced and 713 pupils whose parents were neither divorced nor separated. The subjects were in the age range of 13 to 17 yr., with a mean age of 15.6 yr. and they were chosen at random from the total Standard 7 population of Transkei, South Africa. A questionnaire was administered to 1,021 pupils to identify the children of parents divorced or separated and neither divorced nor separated. Analysis of variance indicated that the academic achievement of children whose parents were divorced or separated was significantly lower than that of the children whose parents were neither divorced nor separated.

APA, Harvard, Vancouver, ISO, and other styles

14

Duc, Le Thuc. "Height and Cognitive Achievement of Vietnamese Children." World Development 39, no. 12 (December 2011): 2211–20. http://dx.doi.org/10.1016/j.worlddev.2011.04.013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Yousuf, Masroofa. "Self-Confidence And Academic Achievement Of Children." International Journal of Advanced Multidisciplinary Scientific Research 1, no. 5 (May 15, 2018): 32–38. http://dx.doi.org/10.31426/ijamsr.2018.1.5.516.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Almurtaji, Yousuf. "Misbehaviour and educational achievement among Arabic children." Asia Pacific Journal of Developmental Differences 5, no. 1 (January 31, 2018): 7–24. http://dx.doi.org/10.3850/s2345734118000027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Okagaki, Lynn, Peter A. Frensch, and Edmund W. Gordon. "Encouraging School Achievement in Mexican American Children." Hispanic Journal of Behavioral Sciences 17, no. 2 (May 1995): 160–79. http://dx.doi.org/10.1177/07399863950172002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Rescorla, Leslie, Ruth Parker, and Paul Stolley. "Ability, achievement, and adjustment in homeless children." American Journal of Orthopsychiatry 61, no. 2 (1991): 210–20. http://dx.doi.org/10.1037/h0079236.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Tartari, Melissa. "DIVORCE AND THE COGNITIVE ACHIEVEMENT OF CHILDREN." International Economic Review 56, no. 2 (April 28, 2015): 597–645. http://dx.doi.org/10.1111/iere.12116.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

McGrath, C. E., A. L. Watson, and L. Chassin. "Academic achievement in adolescent children of alcoholics." Journal of Studies on Alcohol 60, no. 1 (January 1999): 18–26. http://dx.doi.org/10.15288/jsa.1999.60.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Dalen, Monica, and Anne-Lise Rygvold. "Educational Achievement in Adopted Children from China." Adoption Quarterly 9, no. 4 (April 1, 2006): 45–58. http://dx.doi.org/10.1300/j145v09n04_03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

McNelis, Angela M. "Academic Achievement in Children with Controlled Epilepsy." Epilepsy & Behavior 2, no. 6 (December 2001): 609–10. http://dx.doi.org/10.1006/ebeh.2001.0277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Shephard, Roy J. "Physical Activity of Children and Academic Achievement." Medicine & Science in Sports & Exercise 46, no. 4 (April 2014): 840. http://dx.doi.org/10.1249/mss.0000000000000258.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Wills, Karen E., Grayson N. Holmbeck, Katherine Dillon, and David G. McLone. "Intelligence and Achievement in Children with Myelomeningocele." Journal of Pediatric Psychology 15, no. 2 (1990): 161–76. http://dx.doi.org/10.1093/jpepsy/15.2.161.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Galejs, Irma, Albert King, and Susan M. Hegland. "Antecedents of Achievement Motivation in Preschool Children." Journal of Genetic Psychology 148, no. 3 (September 1987): 333–48. http://dx.doi.org/10.1080/00221325.1987.9914563.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Spears, Dean. "Height and cognitive achievement among Indian children." Economics & Human Biology 10, no. 2 (March 2012): 210–19. http://dx.doi.org/10.1016/j.ehb.2011.08.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ohinata, Asako, and Jan C. van Ours. "How Immigrant Children Affect the Academic Achievement of Native Dutch Children." Economic Journal 123, no. 570 (August 1, 2013): F308—F331. http://dx.doi.org/10.1111/ecoj.12052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Tomblin, J. Bruce, Linda Spencer, Sarah Flock, Rich Tyler, and Bruce Gantz. "A Comparison of Language Achievement in Children With Cochlear Implants and Children Using Hearing Aids." Journal of Speech, Language, and Hearing Research 42, no. 2 (April 1999): 497–511. http://dx.doi.org/10.1044/jslhr.4202.497.

Full text

Abstract:

English language achievement of 29 prelingually deaf children with 3 or more years of cochlear implant (CI) experience was compared to the achievement levels of prelingually deaf children who did not have such CI experience. Language achievement was measured by the Rhode Island Test of Language Structure (RITLS), a measure of signed and spoken sentence comprehension, and the Index of Productive Syntax (IPSyn), a measure of expressive (signed and spoken) English grammar. When the CI users were compared with their deaf age mates who contributed to the norms of the RITLS, it was found that CI users achieved significantly better scores. Likewise, we found that CI users performed better than 29 deaf children who used hearing aids (HAs) with respect to English grammar achievement as indexed by the IPSyn. Additionally, we found that chronological age highly correlated with IPSyn levels only among the non-CI users, whereas length of CI experience was significantly correlated with IPSyn scores for CI users. Finally, clear differences between those with and without CI experience were found by 2 years of post-implant experience. These data provide evidence that children who receive CIs benefit in the form of improved English language comprehension and production.

APA, Harvard, Vancouver, ISO, and other styles

29

Klesczewski, Julia, Janin Brandenburg, Anne Fischbach, Dietmar Grube, Marcus Hasselhorn, and Gerhard Büttner. "Working Memory Functioning in Children With Poor Mathematical Skills." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 83–92. http://dx.doi.org/10.1027/2151-2604/a000206.

Full text

Abstract:

Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ–achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ–achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ–achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ–achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ–achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ–achievement discrepancy and additional reading and/or spelling difficulties.

APA, Harvard, Vancouver, ISO, and other styles

30

Cherian, Varghese I., and Varghese Thomas. "Reading Habits and Academic Achievement of Basotho Children." Perceptual and Motor Skills 80, no. 2 (April 1995): 497–98. http://dx.doi.org/10.2466/pms.1995.80.2.497.

Full text

Abstract:

To investigate the reading habits and academic achievement of 509 Form III pupils ( M age, 16.7 yr.), a questionnaire was administered. Analysis gave a Pearson product-moment correlation coefficient of 0.3 between reading habits and academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

31

Hechtman, Lily, Howard Abikoff, and Rachel Klein. "ACADEMIC ACHIEVEMENT IN CHILDREN WITH ADHD: In Reply." Journal of the American Academy of Child & Adolescent Psychiatry 45, no. 7 (July 2006): 766–67. http://dx.doi.org/10.1016/s0890-8567(09)61520-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Stevenson, H., S. Lee, and J. Stigler. "Mathematics achievement of Chinese, Japanese, and American children." Science 231, no. 4739 (February 14, 1986): 693–99. http://dx.doi.org/10.1126/science.3945803.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Falbo, T., D. L. Poston, G. Ji, S. Jiao, Q. Jing, S. Wang, Q. Gu, H. Yin, and Y. Liu. "Physical, achievement and personality characteristics of Chinese children." Journal of Biosocial Science 21, no. 4 (October 1989): 483–96. http://dx.doi.org/10.1017/s0021932000018228.

Full text

Abstract:

SummaryThe physical, achievement, and personality characteristics of Chinese schoolchildren are evaluated. The results of two surveys of Chinese schoolchildren, conducted in Beijing and Jilin Province, are presented. In the Beijing sample, the differences between only children and others were small but statistically significant, with the only children having higher scores in achievement and physical size. In the Jilin Province sample, the differences between only children and others were also small but significant. These differences were found entirely in physical characteristics, with only children being smaller, perhaps because the only children in the Jilin sample were much younger than the non-only children. Analyses of the combined sample of Beijing and Jilin schoolchildren indicated that the only-child advantages in achievement were found among children from urban families, not rural peasant families. While significant differences in height and weight were found in all three samples, none of the results indicated a significant difference in the proportion of body fat. None of the analyses indicated that only children had undesirable personalities, as judged by teachers and mothers.

APA, Harvard, Vancouver, ISO, and other styles

34

Ryabov, Igor, and Jennifer Van Hook. "School segregation and academic achievement among Hispanic children." Social Science Research 36, no. 2 (June 2007): 767–88. http://dx.doi.org/10.1016/j.ssresearch.2006.04.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Coldren, Jeffrey T. "Cognitive Control Predicts Academic Achievement in Kindergarten Children." Mind, Brain, and Education 7, no. 1 (February 24, 2013): 40–48. http://dx.doi.org/10.1111/mbe.12006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Shaffer, Joyce, William N. Friedrich, David B. Shurtleff, and Lynn Wolf. "Cognitive and Achievement Status of Children with Myelomeningocele." Journal of Pediatric Psychology 10, no. 3 (1985): 325–36. http://dx.doi.org/10.1093/jpepsy/10.3.325.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Lac, Maureen, Martin Oliveira, Benjamin Pyykkonen, Scott Hunter, and David M. Frim. "IQ and Scholastic Achievement in Children with Hydrocephalus." Neurosurgery 61, no. 1 (July 1, 2007): 209. http://dx.doi.org/10.1227/01.neu.0000279924.80622.2d.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Watkins, Stephanie E., Robert E. Meyer, Arthur S. Aylsworth, Jeffrey R. Marcus, Alexander C. Allori, Luiz Pimenta, Robert J. Lipinski, and Ronald P. Strauss. "Academic Achievement Among Children With Nonsyndromic Orofacial Clefts." Cleft Palate-Craniofacial Journal 55, no. 1 (December 15, 2017): 12–20. http://dx.doi.org/10.1177/1055665617718823.

Full text

Abstract:

Objective: Children with orofacial clefts (OFCs) may experience poor reading proficiency, learning disabilities, and academic underachievement. We examined the association between nonsyndromic (NS) OFCs and end-of-grade (EOG) performance in reading and math from third through eighth grade in a sample subgroup. Participants: We identified a cohort of 559 children with NS-OFCs and 6822 children without birth defects, classifying cleft type by cleft lip alone, with or without cleft alveolar ridge (CL); cleft lip with cleft palate (CL+P); and cleft palate only (CP). Main Outcome Measures: Using logistic regression, we estimated the odds of not meeting grade-level standards among children with NS-OFCs compared to unaffected peers. Using longitudinal analyses, we estimated the odds of not meeting grade-level standards and average change in test scores through eighth grade. Results: Children with NS-OFCs were 1.22 (95% CI: 0.96, 1.83) times as likely not to meet grade-level standards in reading compared to unaffected peers. The effect was similar for math (OR: 1.17; 95% CI: 0.92, 1.48). Children with CL+P were 1.33 (95% CI: 0.86, 1.83) and 1.74 (95% CI: 1.19, 2.56) times as likely not to meet grade-level standard in reading and in both subjects, respectively, compared to unaffected peers. The average rate of change in both scores was similar for children with and without OFCs. Conclusions: Poor academic performance appears greatest for children with CL+P, a finding compatible with previous observations and hypothesized mechanisms associating orofacial clefts with subtle abnormalities in brain development. Academic performance monitoring and referral for academic assistance is warranted.

APA, Harvard, Vancouver, ISO, and other styles

39

STABLER, BRIAN, RICHARD R. CLOPPER, PATRICIA T. SIEGEL, CATHERINE STOPPANI, PETER G. COMPTON, and LOUIS E. UNDERWOOD. "Academic Achievement and Psychological Adjustment in Short Children." Journal of Developmental & Behavioral Pediatrics 15, no. 1 (February 1994): 1–6. http://dx.doi.org/10.1097/00004703-199402000-00001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Smiley, Patricia A., and Carol S. Dweck. "Individual Differences in Achievement Goals among Young Children." Child Development 65, no. 6 (December 1994): 1723. http://dx.doi.org/10.2307/1131290.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

CHERIAN, VARGHESE I. "PARENTAL INTEREST AND ACADEMIC ACHIEVEMENT OF XHOSA CHILDREN." Psychological Reports 69, no. 5 (1991): 183. http://dx.doi.org/10.2466/pr0.69.5.183-188.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Catts, Hugh W., Mindy Sittner Bridges, Todd D. Little, and J. Bruce Tomblin. "Reading Achievement Growth in Children With Language Impairments." Journal of Speech, Language, and Hearing Research 51, no. 6 (December 2008): 1569–79. http://dx.doi.org/10.1044/1092-4388(2008/07-0259).

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Austin, Joan K., Thomas J. Huberty, Gertrude A. Huster, and David W. Dunn. "Academic achievement in children with epilepsy or asthma." Developmental Medicine & Child Neurology 40, no. 4 (November 12, 2008): 248–55. http://dx.doi.org/10.1111/j.1469-8749.1998.tb15457.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Mains, L., M. Zimmerman, J. Blaine, B. Stegmann, A. Sparks, T. Ansley, and B. Van Voorhis. "Achievement test performance in children conceived by IVF." Human Reproduction 25, no. 10 (August 17, 2010): 2605–11. http://dx.doi.org/10.1093/humrep/deq218.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Valencia, Richard R., and Ulrich Neisser. "The School Achievement of Minority Children: New Perspectives." American Journal of Psychology 100, no. 2 (1987): 298. http://dx.doi.org/10.2307/1422411.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Stevenson, Harold W., and Chuansheng Chen. "Schooling and achievement: A study of Peruvian children." International Journal of Educational Research 13, no. 8 (January 1989): 883–94. http://dx.doi.org/10.1016/0883-0355(89)90071-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Martinez Gonzalez, Raquel-Amaya, and Norberto Corral Blanco. "Parents and children: Academic values and school achievement." International Journal of Educational Research 15, no. 2 (January 1991): 163–69. http://dx.doi.org/10.1016/0883-0355(91)90032-n.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Reilly, Colin, and Brian G. R. Neville. "Academic achievement in children with epilepsy: A review." Epilepsy Research 97, no. 1-2 (November 2011): 112–23. http://dx.doi.org/10.1016/j.eplepsyres.2011.07.017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Cherian, Varghese Iepen. "Parental Aspiration and Academic Achievement of Xhosa Children." Psychological Reports 68, no. 2 (April 1991): 547–53. http://dx.doi.org/10.2466/pr0.1991.68.2.547.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Cherian, Varghese I. "Parental Interest and Academic Achievement of Xhosa Children." Psychological Reports 69, no. 1 (August 1991): 183–88. http://dx.doi.org/10.2466/pr0.1991.69.1.183.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!