Ronald R Schmeck
Datos Biográficos
| ID | 2238769 |
|---|---|
| NOMBRE | Ronald R Schmeck |
| NOMBRES | Ronald R |
| APELLIDO | Schmeck |
| FIRMA | SCHMECK R R |
| AFILIACIONES | Southern Illinois University Carbondale |
| VERIFICADO | No |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1970 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2011 |
| ÍNDICE H | 1 |
The Big Five personality traits, learning styles, and academic achievement
Role of the Big Five personality traits in predicting college students' academic motivation and achievement
Multivariate relationships between measures of learning style and memory
Modeling, Praise, and Criticism in Teaching Empathic Responding
This study employs a factorial design to investigate the efficacy of all possible combinations of modeling, praise, and criticism as a means of teaching empathic responding to counselor trainees. Measures of empathy were taken on 64 female introductory psychology students at the beginning of an experimental session and following each of two training segments. Results indicate a significant effect for modeling and stage of training. There was a si…
Internal external control of reinforcement as a determinant of study habits and academic attitudes
A Comparative Analysis of the Effectiveness of Feedback Following Errors and Feedback Following Correct Responses
Frustration Theory and Quality of Performance
Within a Hull-Spence framework, an attempt is made to elucidate the implications of “frustration theory” regarding the quality of complex task performance. A distinction is made between the specific and nonspecific effects of frustration. Specific effects relate to the compatible or incompatible nature of the responses directly elicited by the stimulus properties of frustration. Nonspecific effects relate to the increase in the probability of occ…
Modeling, Praise, and Criticism in Teaching Empathic Responding
This study employs a factorial design to investigate the efficacy of all possible combinations of modeling, praise, and criticism as a means of teaching empathic responding to counselor trainees. Measures of empathy were taken on 64 female introductory psychology students at the beginning of an experimental session and following each of two training segments. Results indicate a significant effect for modeling and stage of training. There was a si…
Frustration Theory and Quality of Performance
Within a Hull-Spence framework, an attempt is made to elucidate the implications of “frustration theory” regarding the quality of complex task performance. A distinction is made between the specific and nonspecific effects of frustration. Specific effects relate to the compatible or incompatible nature of the responses directly elicited by the stimulus properties of frustration. Nonspecific effects relate to the increase in the probability of occ…
A Comparative Analysis of the Effectiveness of Feedback Following Errors and Feedback Following Correct Responses
Internal external control of reinforcement as a determinant of study habits and academic attitudes
Modeling, Praise, and Criticism in Teaching Empathic Responding
This study employs a factorial design to investigate the efficacy of all possible combinations of modeling, praise, and criticism as a means of teaching empathic responding to counselor trainees. Measures of empathy were taken on 64 female introductory psychology students at the beginning of an experimental session and following each of two training segments. Results indicate a significant effect for modeling and stage of training. There was a si…
Multivariate relationships between measures of learning style and memory
Role of the Big Five personality traits in predicting college students' academic motivation and achievement
The Big Five personality traits, learning styles, and academic achievement
Psychology (7 obras) · Social Psychology (6 obras) · Developmental psychology (4 obras) · Behavioral and Psychological Studies (3 obras) · Agreeableness (2 obras) · Big Five personality traits (2 obras) · Big Five personality traits and culture (2 obras) · Child and Adolescent Psychosocial and Emotional Development (2 obras) · Cognitive psychology (2 obras) · Computer Science (2 obras)