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Direct linkDuchesne, Stéphane; Ratelle, Catherine F.; Feng, Bei – Journal of Early Adolescence, 2014
This longitudinal study builds on research addressing changes in achievement goal orientations (AG) across the transition to middle school. We had two objectives. The first was to identify and describe different development trajectories of AG (mastery, performance-approach, and performance-avoidance) from the last year of elementary school (Grade…
Descriptors: Longitudinal Studies, Goal Orientation, Depression (Psychology), Foreign Countries
Peer reviewedToplak, Maggie E.; Tannock, Rosemary – Journal of Abnormal Child Psychology, 2005
Time perception performance was systematically investigated in adolescents with and without attention-deficit/hyperactivity disorder (ADHD). Specifically, the effects of manipulating modality (auditory and visual) and length of duration (200 and 1000 ms) were examined. Forty-six adolescents with ADHD and 44 controls were administered four duration…
Descriptors: Memory, Adolescents, Hyperactivity, Auditory Discrimination
Peer reviewedPapadopoulos, Timothy C.; Panayiotou, Georgia; Spanoudis, George; Natsopoulos, Demetrios – Journal of Abnormal Child Psychology, 2005
This study examined the planning performance of children with attention deficits, and also investigated the possible interactions between inattention and anxiety in the performance of executive function tasks. A group of 98 children (grades 4 and 6), derived from an initial group of 550, were assigned to an attention difficulties group (AD) and a…
Descriptors: Grade 4, Anxiety, Cognitive Processes, Cognitive Development
