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    Using attribution theory to account for college students' course-related stress

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    Authors
    Yu, Ai
    Sheng, Ronq-jie
    Issue Date
    2008
    
    Metadata
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    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
    URI
    http://hdl.handle.net/10547/251002
    Additional Links
    http://www.oriprobe.com/journals/hljgjyj.html
    Type
    Article
    Language
    zh
    ISSN
    1003-2614
    Collections
    Centre for Leadership Innovation (CLI)

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