David B Ryckman

Biographic Data

ID230342
NAMEDavid B Ryckman
GIVEN NAMESDavid B
FAMILY NAMERyckman
SIGNATURERYCKMAN D B
AFFILIATIONSUniversity of Washington
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS19
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1974
LATEST PUBLICATION YEAR1991
H-INDEX2

  • Cross-Situation Variability of Attributions for Success and Failure

    Open AccessDavid B Ryckman, Donald T MizokawaARTICLEJournal of Adolescent Research1991References: 1

    Although attributional research has attempted to explore general rules for causal beliefs, cross-situational variation has been ignored Because attributions can be argued to be related to self-concept, the findings of self-concept influences across academic contexts and age also may be replicated in parallel studies of attributional beliefs. This study compared cohorts on their attributions for success and failure in two school-subject content ar…

  • Attributions of Academic Success and Failure

    Open AccessDonald T Mizokawa, David B RyckmanARTICLEJournal of Cross-Cultural…1990Cited by: 14References: 15

    Causal attribution research has not systematically varied the levels or units analyzed. Therefore, generalizations are difficult to apply to diverse educational conditions and to members of an aggregated group like the Asian Americans. The present study varied level of analysis by contrasting the causal attributions between two outcomes (success and failure) and between two academic content areas (language arts/social studies and mathematics/scie…

  • Gender Differences in Attributions for Success and Failure

    Open AccessDavid B Ryckman, Percy D PeckhamARTICLEThe Journal of Early Adolescence1987Cited by: 5References: 1

    The study examined gender differences in attributions for success and failure in math/science and language arts. Developmental patterns were also examined through a cross sectional design of 731 boys and 680 girls in grades four through eleven. Girls were found to have fewer adaptive attributional patterns in math/science than in language arts. While boys had more adaptive patterns in math/science than had girls, they also had more adaptive patte…

  • Gray Oral Reading Tests

    Open AccessDavid B RyckmanARTICLEPsychological Reports1982

    For the Gray Oral Reading Test grade-level data on 186 disabled (reading-retarded) children showed reasonable long-term stability. WISC-R scores did not predict their reading scores. Correlations between the Gray and Gates-MacGinitie Reading Test grade-levels were moderate, though Gray scores were significantly lower than Gates scores

  • Measuring Spelling Ability

    Open AccessUna A Lange, Thomas R Scranton et al.ARTICLEPsychological Reports1978

    To test for differences between recognition (proofreading) and recall (dictation) in spelling tests, three studies were conducted. Randomly selected from children in Grades 3 through 6, Study A involved 422 subjects, Study B, 416 subjects, and Study C had 435 subjects. A significant difference between mode of presentation in all three studies suggested differential abilities

  • Reliabilities of Schaefer's Classroom Behavior Inventory

    Open AccessDavid B Ryckman, Timothy J MiranteARTICLEPsychological Reports1977

    The Classroom Behavior Inventory was developed to assess three bipolar dimensions of child behavior: I. Task-oriented Behavior vs Distractibility, 11. Hostility vs Considerateness, and 111. Extroversion vs Introversion.' Teachers can complete the 18 items of the inventory in approximately 2 or 3 min. for a child with whom they have worked. Factoranalytic studies have verified the a priori three-dimensional bipolar design (2) .' Schaeffer's (3; pe…

  • Classroom behavior inventory

    Open AccessTimothy J Mirante, David B RyckmanARTICLEJournal of Research in Personality1974