Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males
This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males (hereafter referred to as disturbed students and nondisturbed students, respectively). Spe...
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| Format: | Others |
| Language: | English |
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North Texas State University
1984
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| Online Access: | https://digital.library.unt.edu/ark:/67531/metadc331135/ |