2.50
Hdl Handle:
http://hdl.handle.net/10547/251002
Title:
Using attribution theory to account for college students' course-related stress
Authors:
Yu, Ai; Sheng, Ronq-jie
Other Titles:
yun yong gui yin li lun jie shi da xue sheng ya li de lai yuan
Abstract:
This paper applied the framework of Leeds Attirbution Code System (LACS) in China's higher education context. The LACS framework provides a reference point for accounting study-related stress reported by college students. 6 groups were organised to determine the dimensions of students' attribution of stress. Three dimensions were validated in students' attirbution processes, which are consistent with the LACS framework. A new dimension was found and thus enriched the original framework.
Citation:
Yu, A.and Sheng, R. Using attribution theory to account for college students' course-related stress, 2008, 12, pp.114-118, Heilongjiang Researches on Higher Education
Journal:
Heilongjiang Researches on Higher Education
Issue Date:
2008
URI:
http://hdl.handle.net/10547/251002
Additional Links:
http://www.oriprobe.com/journals/hljgjyj.html
Type:
Article
Language:
zh
ISSN:
1003-2614
Appears in Collections:
Centre for Leadership Innovation (CLI)

Full metadata record

DC FieldValue Language
dc.contributor.authorYu, Aien_GB
dc.contributor.authorSheng, Ronq-jieen_GB
dc.date.accessioned2012-11-05T15:03:06Z-
dc.date.available2012-11-05T15:03:06Z-
dc.date.issued2008-
dc.identifier.citationYu, A.and Sheng, R. Using attribution theory to account for college students' course-related stress, 2008, 12, pp.114-118, Heilongjiang Researches on Higher Educationen_GB
dc.identifier.issn1003-2614-
dc.identifier.urihttp://hdl.handle.net/10547/251002-
dc.description.abstractThis paper applied the framework of Leeds Attirbution Code System (LACS) in China's higher education context. The LACS framework provides a reference point for accounting study-related stress reported by college students. 6 groups were organised to determine the dimensions of students' attribution of stress. Three dimensions were validated in students' attirbution processes, which are consistent with the LACS framework. A new dimension was found and thus enriched the original framework.en_GB
dc.language.isozhen
dc.relation.urlhttp://www.oriprobe.com/journals/hljgjyj.htmlen_GB
dc.titleUsing attribution theory to account for college students' course-related stresszh
dc.title.alternativeyun yong gui yin li lun jie shi da xue sheng ya li de lai yuan-
dc.typeArticleen
dc.identifier.journalHeilongjiang Researches on Higher Educationen_GB
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