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排序方式: 共有261条查询结果,搜索用时 15 毫秒
241.
Deborah A. Goebert Fumiaki Hamagami Earl S. Hishinuma Jane J. Chung‐Do Jeanelle J. Sugimoto‐Matsuda 《Suicide & life-threatening behavior》2019,49(1):193-209
Multivariate dynamic relationships among suicide attempts, anxiety and/or depressive symptoms, hope, and help‐seeking were examined across time in Native Hawaiian and non‐Hawaiian adolescents, using data from a 5‐year longitudinal cohort study (N = 7,317). The rate of suicide attempts decreased over time, but this reduction was significantly less among Native Hawaiian youth than their non‐Hawaiian peers. There were also significant differences between groups in hope and help‐seeking, with Native Hawaiian youth increasing help‐seeking and decreasing hope to a greater degree. Youth‐centered, cultural approaches to suicide prevention are essential in enhancing well‐being in indigenous communities. 相似文献
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Philosophical Studies - Skeptical arguments from dreaming deny that we can know that we are awake. This denial lacks initial credibility to many of us. Often it seems easy to know. A brief... 相似文献
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Earl Hunt 《Intelligence》2009,37(1):115-119
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Gerlinde Grandstaff-Beckers Leah Katherine Saal Earl Cheek Jr. 《Reading Psychology》2013,34(4):336-354
Reading opens many doors and students who do not comprehend well face serious barriers as they enter postsecondary academic institutions. Young people should be able to read and write when they graduate from high school. Such skills allow people to continue their education as well as increase their odds that they can earn an adequate salary. The percentage of 12th graders reading below grade level has remained remarkably stable over the years. A large number of students entering colleges and universities are unable to derive meaning from print at age-expected levels. The purpose of this study was to examine the treatment fidelity and social validity of a systematic and explicitly structured peer-mediated reading comprehension intervention on the reading performance of underprepared postsecondary students. Seven peer mentors and sixteen first-time college students participated in the study. Results indicated the peer-implemented reading program was implemented with high levels of treatment fidelity and social validity while also yielding statistically significant comprehension gains. 相似文献
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