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[null,"1.","Record Nr.",null,"UNISA996198335303316"]
[null,null,"Titolo",null,"Rutherford journal : the New Zealand journal for the history and philosophy of science and technology"]
[null,null,"Pubbl/distr/stampa",null,"Christchurch, N.Z., : Dept. of Philosophy, University of Canterbury"]
[null,null,"Descrizione fisica",null,"1 online resource"]
[null,null,"Soggetti",null,"Science - History"]
[{"$nulls":4},"Science - Philosophy"]
[{"$nulls":4},"Technology - History"]
[{"$nulls":4},"Technology - Philosophy"]
[{"$nulls":4},"Science - history"]
[{"$nulls":4},"Technology - history"]
[{"$nulls":4},"Philosophy"]
[{"$nulls":4},"Science"]
[{"$nulls":4},"Technology"]
[{"$nulls":4},"Periodicals."]
[{"$nulls":4},"History"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Periodico"]
[null,null,null,"Note generali","Title from title screen as viewed on June 27, 2007."]
[null,"2.","Record Nr.",null,"UNINA9910960599203321"]
[null,null,"Autore",null,"Faber Günter <1954->"]
[null,null,"Titolo",null,"Elementary school children's spelling-specific self-beliefs : longitudinal analyses of their relations to academic achievement, school attitudes, and self-esteem / / editor, Günter Faber"]
[null,null,"Pubbl/distr/stampa",null,"Hauppauge, N.Y., : Nova Science Publishers, Inc., c2012"]
[null,null,"ISBN",null,"1-62257-069-3"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (179 p.)"]
[null,null,"Collana",null,"Education in a competitive and globalizing world series"]
[null,null,"Disciplina",null,"372.63/2"]
[null,null,"Soggetti",null,"Spelling ability"]
[{"$nulls":4},"Academic achievement"]
[{"$nulls":4},"Self-esteem in children"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Intro -- ELEMENTARY SCHOOL CHILDREN'S SPELLING-SPECIFIC SELF-BELIEFS -- Library of Congress Cataloging-in-Publication Data -- Contents -- Preface -- Introduction -- Chapter 1 Academic Self-Beliefs -- A Social Cognitive Perspective  on Academic Achievement -- Perceptions of Personal Competence, Control. and Threat -- Academic Self-Concept -- Structural Components -- Dimensional Comparison Effects -- Social Comparison Effects -- Gender Differences -- Causal Ordering -- Causal Attributions -- Test Anxiety -- A Basic Research Model of Academic Self-Beliefs -- Chapter 2 Empirical Analyses of Academic Self-Beliefs in the Spelling Domain -- Review of Empirical Research Findings -- Previous Own Research Results -- Chapter 3 Academic Self-Beliefs in the Spelling Domain: The Present Study -- Overall Background and Conceptualization -- Sample Characteristics and Procedure -- Measurement of Self-Belief and Achievement Variables -- Spelling Achievement -- Performance in Other Subject Matters -- Spelling-Specific Self-Concept -- Error-Related Self-Estimates -- Spelling-Specific Test Anxiety -- Causal Attributions of Dictation Outcomes -- General Academic Self-Concept -- General School Attitudes -- Global Self-Esteem -- Gender -- Statistical Analyses -- Chapter 4 The Measuring of Spelling-Specific  Self-Concept -- Scale Development and Research Objectives -- Results -- Dimensional Analyses and Scale Formation -- Validation Results -- Change Over Time -- Discussion -- Chapter 5 Longitudinal Relations "]
[{"$nulls":4},"between  Self-Concept and Achievement -- Research context and Objectives -- Results -- Discussion -- Chapter 6 Differentiating the Construct:  Error-Related Self-Estimates -- Scale Development and Research Objectives -- Results -- Dimensional Analyses and Scale Formation -- Validation Results -- Discussion."]
[{"$nulls":4},"Chapter 7 Longitudinal Relations between Test-Anxiety, Self-Concept, and Self-Esteem -- Research Context and Objectives -- Results -- Relations among Constructs -- Change Over Time -- Discussion -- Chapter 8 Longitudinal Relations between  Self-Concept, Test Anxiety, Self-Esteem  and School Attitudes -- Research Context and Objectives -- Results -- Relations among Constructs -- Change Over Time -- Discussion -- Chapter 9 Causal Attributions of Success  and Failure in Spelling -- Scale Development and Research Objectives -- Results -- Dimensional Analyses and Scale Formation -- Validation Results -- Attributional Patterns -- Change Over Time -- Discussion -- Chapter 10 Summary and Conclusion -- Study Results -- Conceptual Implications -- Methodological Implications -- Educational Implications -- References -- Appendices -- Appendix A -- Item List: Spelling-Specific Self-concept (Final scale version) -- Appendix B -- Item List: Causal Attributions of Dictation Outcome (Final scale version) -- Appendix A -- Item list: Spelling-Specific Self-concept (Final scale version) -- Appendix B -- Item list: Causal Attributions of Dictation Outcome (Final scale versions) -- Index."]
[null,null,null,"Sommario/riassunto","This book presents a study that concerns itself with selected findings on the measurement of the spelling-specific self-concept, on the causal ordering between the spelling-specific self-concept and spelling achievement, on the relationships between the spelling-specific self-concept and causal attributions of dictation outcomes as well as on the relationships between the spelling-specific self-concept, spelling-specific test anxiety, and global self-esteem variables and on the relationships between the spelling self-concept and test anxiety, global self-esteem, and school attitude variables. Moreover, an empirical approach to further differentiate the spelling-specific self-concept and thus to analyse a more task-specific facet is documented. Altogether, these findings can provide strong evidence for a basic model of academic self-beliefs in the spelling domain."]