EFFECTS OF VOLUNTARY AND SEMIVOLUNTARY PEER-MONITORING PROGRAMS ON ACADEMIC-PERFORMANCE

被引：7

作者：

BEAMAN, AL

FRASER, SC

DIENER, E

ENDRESEN, KL

机构：

[1] UNIV MONTANA,DEPT PSYCHOL,MISSOULA,MT 59801

[2] UNIV SO CALIF,LOS ANGELES,CA 90007

[3] UNIV ILLINOIS,URBANA,IL 61801

[4] UNIV MONTANA,MISSOULA,MT 59801

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1977年 / 69卷 / 02期

关键词：

D O I：

10.1037/0022-0663.69.2.109

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

引用

页码：109 / 114

页数：6

共 9 条

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FRASER, SC ;

DIENER, E ;

BEAMAN, AL ;

KELEM, RT .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1977, 69 (02) :101-108

[3]

HAMBLIN RL, 1971, HUMANIZATION PROCESS

[4]

HAMBLIN RL, 1971, NEW DIRECTION EDUCAT, V1

[5]

Keller F. S., 1974, TEACH PSYCHOL, V1, P4

[6] GOOD-BYE TEACHER [J].

KELLER, FS .

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[7]

LLOYD DE, 1969, J APPL BEHAV ANAL, V2, P125

[8] CONTINGENCY MANAGEMENT IN AN INTRODUCTORY PSYCHOLOGY COURSE PRODUCES BETTER LEARNING [J].

MCMICHAE.JS ;

COREY, JR .

JOURNAL OF APPLIED BEHAVIOR ANALYSIS, 1969, 2 (02) :79-&

[9]

MEYERS WA, 1970, J APPLIED BEHAVIOR A, V3, P213

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