SOCIAL-EMOTIONAL, COGNITIVE, AND DEMOGRAPHIC DETERMINANTS OF POOR SCHOOL ACHIEVEMENT - IMPLICATIONS FOR A STRATEGY OF INTERVENTION

被引：44

作者：

KOHN, M ^{[1
]}

ROSMAN, BL ^{[1
]}

机构：

[1] WILLIAM ALANSON WHITE INST PSYCHIAT PSYCHOANAL & PSYCHOL,20 W 74TH ST,NEW YORK,NY 10023

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1974年 / 66卷 / 02期

关键词：

D O I：

10.1037/h0036282

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

引用

页码：267 / 276

页数：10

共 20 条

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[2] EARLY EDUCATION - A COGNITIVE-DEVELOPMENTAL VIEW [J].

KOHLBERG, L .

CHILD DEVELOPMENT, 1968, 39 (04) :1013-&

[3] 2-FACTOR MODEL OF EMOTIONAL DISTURBANCE IN YOUNG CHILD - VALIDITY AND SCREENING EFFICIENCY [J].

KOHN, M ;

ROSMAN, BL .

JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 1973, 14 (01) :31-56

[4] RELATIONSHIP OF PRESCHOOL SOCIAL-EMOTIONAL FUNCTIONING TO LATER INTELLECTUAL ACHIEVEMENT [J].

KOHN, M ;

ROSMAN, BL .

DEVELOPMENTAL PSYCHOLOGY, 1972, 6 (03) :445-452

[5]

KOHN M, 1973, CHILD DEV, V44, P721

[6] SOCIAL COMPETENCE SCALE AND SYMPTOM CHECKLIST FOR PRESCHOOL CHILD - FACTOR DIMENSIONS, THEIR CROSS-INSTRUMENT GENERALITY, AND LONGITUDINAL PERSISTENCE [J].

KOHN, M ;

ROSMAN, BL .

DEVELOPMENTAL PSYCHOLOGY, 1972, 6 (03) :430-444

[7] COGNITIVE FUNCTIONING IN 5-YEAR-OLD BOYS AS RELATED TO SOCIAL-EMOTIONAL AND BACKGROUND-DEMOGRAPHIC VARIABLES [J].

KOHN, M ;

ROSMAN, BL .

DEVELOPMENTAL PSYCHOLOGY, 1973, 8 (02) :277-294

[8]

KOHN M, 1968, UNPUBLISHED MANUSCRI

[9]

KOHN M, 1971, CHILD CARE Q, V1, P21

[10]

LEVENSTEIN P, 1969, INDIVIDUAL VARIATION

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