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Self-concept in educable mentally retarded and emotionally handicapped children. Relationship between behavioral and self-report indices and an attempt at modification.

作者信息

Morena D A, Litrownik A J

出版信息

J Abnorm Child Psychol. 1974 Dec;2(4):281-92. doi: 10.1007/BF00919256.

DOI:10.1007/BF00919256
PMID:4463189
Abstract
摘要

相似文献

1
Self-concept in educable mentally retarded and emotionally handicapped children. Relationship between behavioral and self-report indices and an attempt at modification.可教育的智力迟钝和情绪障碍儿童的自我概念。行为指标与自我报告指标之间的关系以及改进尝试。
J Abnorm Child Psychol. 1974 Dec;2(4):281-92. doi: 10.1007/BF00919256.
2
Measures of deviant behavior, activity level, and self-concept for educable mentally retarded-emotionally disturbed students.对可教育的智力发育迟缓且情绪障碍学生的偏差行为、活动水平和自我概念的测量。
Psychol Rep. 1981 Jun;48(3):903-10. doi: 10.2466/pr0.1981.48.3.903.
3
Commonality of behavioral characteristics of educable mentally retarded and emotionally disturbed children.可教育的智力迟钝儿童与情绪障碍儿童行为特征的共性。
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Behavioral management training for families of emotionally handicapped and/or developmentally delayed children.针对情感障碍和/或发育迟缓儿童家庭的行为管理培训。
Issues Ment Health Nurs. 1986;8(1):37-49. doi: 10.3109/01612848609012511.
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Assessment of relationship among measures of social competence and cognition in educable mentally retarded-emotionally disturbed students.对可教育的智力迟钝且情绪失调学生的社会能力与认知测量之间关系的评估。
Psychol Rep. 1982 Jun;50(3 Pt 1):695-700. doi: 10.2466/pr0.1982.50.3.695.
6
Relative effectiveness of behavioral and reflective group counseling with parents of mentally retarded children.
J Consult Clin Psychol. 1975 Feb;43(1):22-31. doi: 10.1037/h0076328.
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Psychotropic drug treatment among learning-disabled, educable mentally retarded, and seriously emotionally disturbed students.学习障碍、可教育的智力迟钝及严重情绪障碍学生的精神药物治疗。
J Abnorm Child Psychol. 1987 Dec;15(4):469-77. doi: 10.1007/BF00917234.
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Self-concepts of institutional and non-institutional educable mentally retarded children.机构教养和非机构教养的可教育智力迟钝儿童的自我概念。
Percept Mot Skills. 1974 Jun;38(3):977-8. doi: 10.2466/pms.1974.38.3.977.
9
Reliability in the use of the Tennessee Self-Concept Scale for educable mentally retarded adolescents.田纳西自我概念量表在可教育的智力迟钝青少年中的使用可靠性。
J Psychol. 1981 Nov;109(2d Half):205-11. doi: 10.1080/00223980.1981.9915307.
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Self concept and academic achievement of educable retarded and emotionally disturbed pupils.可教育的智障和情绪障碍学生的自我概念与学业成就
Except Child. 1977 Mar;43(6):379-80. doi: 10.1177/001440297704300608.

本文引用的文献

1
Belief in personal control: research and implications.对个人掌控力的信念：研究与启示
J Individ Psychol. 1966 Nov;22(2):185-95.
2
The influence of antecedent reinforcement and divergent modeling cues on patterns of self-reward.先前强化和发散性示范线索对自我奖励模式的影响。
J Pers Soc Psychol. 1966 Apr;3(4):373-82. doi: 10.1037/h0023022.
3
Self-concept of EMR and nonretarded adolescents.电子病历使用者与非智障青少年的自我概念。
Am J Ment Defic. 1970 Nov;75(3):285-9.
4
Relationship between self-esteem and locus of control.
Psychol Rep. 1971 Dec;29(3):784. doi: 10.2466/pr0.1971.29.3.784.
5
Comparison of learning disabled and emotionally disturbed children on three deviant classroom behaviors.学习障碍儿童与情绪困扰儿童在三种异常课堂行为上的比较。
Except Child. 1972 Sep;39(1):60-2. doi: 10.1177/001440297203900111.
6
Observational learning in retarded and normal children as a function of delay between observation and opportunity to perform.
J Exp Child Psychol. 1972 Aug;14(1):117-25. doi: 10.1016/0022-0965(72)90036-7.
7
Coopersmith Self-Esteem Inventory scores of boys with severe behavior problems.患有严重行为问题男孩的库珀史密斯自尊量表得分。
Except Child. 1972 May;38(9):739-40. doi: 10.1177/001440297203800909.
8
Review of the internal-external control construct as a personality variable.作为人格变量的内外控结构综述。
Psychol Rep. 1971 Apr;28(2):619-40. doi: 10.2466/pr0.1971.28.2.619.
9
Delay of gratification and internal locus of control in children.儿童的延迟满足与内控点
J Consult Clin Psychol. 1973 Apr;40(2):338. doi: 10.1037/h0034499.
10
Self concept and the retarded: research and issues.自我概念与智障者：研究与问题
Except Child. 1973 Jan;39(4):310-9. doi: 10.1177/001440297303900406.