Psychosocial functioning of children: Relations between personality subtypes and academic achievement-Reference-Cited by-同舟云学术

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Psychosocial functioning of children: Relations between personality subtypes and academic achievement

Published:1993-12 Issue:6 Volume:21 Page:597-607
ISSN:0091-0627
Container-title:Journal of Abnormal Child Psychology
language:en
Short-container-title:J Abnorm Child Psychol

Author:

Fuerst Darren R.,Rourke Byron P.

Publisher

Springer Science and Business Media LLC

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Link

http://link.springer.com/content/pdf/10.1007/BF00916445.pdf

Reference29 articles.

1. Fuerst, D. R. Fisk, J. L., & Rourke, B. P. (1989). Psychosocial functioning of learning-disabled children: Replicability of statistically derived subtypes.Journal of Consulting and Clinical Psychology, 57, 275?280.

2. Fuerst, D. R., Fisk, J. L., & Rourke, B. P. (1990). Psychosocial functioning of learning-disabled children: Relations between WISC verbal-IQ-performance-IQ discrepancies and personality subtypes.Journal of Consulting and Clinical Psychology, 58, 657?660.

3. Hubert, L., & Arabie, P. (1985). Comparing partitions.Journal of Classification, 2, 193?218.

4. Jastak, J. F., & Jastak, S. R. (1965).The Wide Range Achievement Test. Wilmington, DE: Guidance Associates.

5. Loveland, K. A., Fletcher, J. M., & Bailey, V. (1990). Nonverbal communication of events in learning-disability subtypes.Journal of Clinical and Experimental Neuropsychology, 12, 433?447.

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4. Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities;Child Neuropsychology;2016-07-28

5. Personality Inventory for Children;Encyclopedia of Clinical Neuropsychology;2011

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