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排序方式: 共有198条查询结果,搜索用时 31 毫秒
181.
Jeffrey M. Warren Robyn W. Hale 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2016,34(3):187-208
The influence of teachers’ efficacy beliefs on student achievement is well documented in educational literature. Efficacy beliefs are derived from sources of information teachers obtain from professional experiences. This article provides student support services personnel with an overview of efficacy beliefs and their impact on teachers’ thoughts, emotions, and behaviors. A cognitive behavioral framework, rational emotive behavior therapy, is used to conceptualize ways efficacy beliefs may hinder teacher performance and student success. Implications for student support services and research are provided. 相似文献
182.
Barend JM Steyn Margaretha H Steyn David JF Maree Clorinda Panebianco-Warrens 《Journal of Psychology in Africa》2016,26(2):167-171
This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students. 相似文献
183.
Nathan G. Hale 《Journal of the history of the behavioral sciences》1973,9(3):283-284
184.
Bob Hale 《亚里斯多德学会增刊》1999,73(1):75-98
Michael Potter considers several versions of the view that the truths of arithmetic are analytic and finds difficulties with all of them. There is, I think, no gainsaying his claim that arithmetic cannot be analytic in Kant's sense. However, his pessimistic assessment of the view that what is now widely called Hume's principle can serve as an analytic foundation for arithmetic seems to me unjustified. I consider and offer some answers to the objections he brings against it. 相似文献
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Bob Hale 《亚里斯多德学会会刊》2001,101(1):339-358
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