The relationship between academic self-concept, academic casual attributions, and teacher's evaluative feedback in a sample of upper elementary private school students - by Reem Mounir Sardouk

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dc.contributor.authorSardouk, Reem Mounir
dc.contributor.departmentDepartment of Education
dc.contributor.facultyFaculty of Arts and Sciences
dc.contributor.institutionAmerican University of Beirut
dc.date1995
dc.date.accessioned2012-06-13T06:42:50Z
dc.date.available2012-06-13T06:42:50Z
dc.date.issued1995
dc.descriptionThesis (M.S.) -- American University of Beirut. Department of Education, 1995.;"Advisor: Dr. Samar Mukallid, Assistant Professor, Education -- Members of Committee: Marwan Ghandour, Assistant Professor, Architecture and Design Dr. Hussein Yaghi A
dc.descriptionBibliography: leaves 72-90.
dc.description.abstractStudents' academic self concept (ASC), causal attributions (ACA), and teacher's evaluative feedback are three variables that have received wide but separate attention over the years. No research has been found on the relationship between students' ASC, AC
dc.format.extentxiii, 100 leaves : tables
dc.identifier.urihttp://hdl.handle.net/10938/5075
dc.language.isoen
dc.relation.ispartofTheses, Dissertations, and Projects
dc.subject.classificationT:003651 AUBNO
dc.subject.lcshAcademic achievement
dc.subject.lcshElementary schools -- Lebanon
dc.titleThe relationship between academic self-concept, academic casual attributions, and teacher's evaluative feedback in a sample of upper elementary private school students - by Reem Mounir Sardouk
dc.typeThesis

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