المؤلفون: Schwab, Susanne, Zurbriggen, Carmen, Venetz, Martin

المصدر: Journal of School Psychology, 82 (1), 1–16 (2020)

مصطلحات موضوعية: inclusion, multi-informant, MTMM, academic self-concept, social inclusion, emotional well-being, Social & behavioral sciences, psychology, Education & instruction, Sciences sociales & comportementales, psychologie, Education & enseignement

العلاقة: https://doi.org/10.1016/j.jsp.2020.07.003Test; urn:issn:0022-4405; https://orbilu.uni.lu/handle/10993/44217Test; info:hdl:10993/44217; https://orbilu.uni.lu/bitstream/10993/44217/1/JA_Schwab_Zurbriggen_Venetz_2020.pdfTest; scopus-id:2-s2.0-85088365082; info:pmid:32988457; wos:000577568000001

الإتاحة: https://doi.org/10.1016/j.jsp.2020.07.003Test
https://orbilu.uni.lu/handle/10993/44217Test
https://orbilu.uni.lu/bitstream/10993/44217/1/JA_Schwab_Zurbriggen_Venetz_2020.pdfTest

المؤلفون: Eremsoy, Cemile Ekin, Karancı, Nuray, Berument, Sibel Kazak

المساهمون: Doğuş Üniversitesi, Fen Edebiyat Fakültesi, Psikoloji Bölümü, TR106981, TR2772, TR164951, Eremsoy, Cemile Ekin

مصطلحات موضوعية: Conduct Problems, Callous - Unemotional (CU) Traits, Risk Factors, Multi - Informant Agreement, Child Psychopathology, Diffıculties Questionnaire, Psychopathy, Personalıty, Disorders, Community, Strengths, Behavior, Device

وصف الملف: application/pdf

العلاقة: Procedia Social and Behavioral Sciences; Konferans Öğesi - Uluslararası - Kurum Öğretim Elemanı; EREMSOY, E., KARANCI, N., BERUMENT, S.K. (2010). How do the predictors of conduct problems / hyperactivity and callous - unemotional (CU) traits in children differ according to mothers' and teachers' ratings. Procedia Social and Behavioral Sciences,Vol. 5, pp: 471-476. https://dx.doi.org/10.1016/j.sbspro.2010.07.126Test.; 000287160900086 (WOS); https://dx.doi.org/10.1016/j.sbspro.2010.07.126Test; https://hdl.handle.net/11376/1442Test; 471; 476

الإتاحة: https://doi.org/10.1016/j.sbspro.2010.07.126Test
https://hdl.handle.net/11376/1442Test

المؤلفون: Schwab, Susanne, Zurbriggen, Carmen, Venetz, Martin

مصطلحات موضوعية: Emotional inclusion, Social inclusion, Academic self-concept, MTMM, Multi-informant research

العلاقة: info:eu-repo/semantics/altIdentifier/issn/0022-4405; info:eu-repo/semantics/altIdentifier/issn/1873-3506; info:eu-repo/semantics/altIdentifier/wos/000577568000001; info:eu-repo/semantics/altIdentifier/pmid/32988457; https://pub.uni-bielefeld.de/record/2948642Test

الإتاحة: https://doi.org/10.1016/j.jsp.2020.07.003Test
https://pub.uni-bielefeld.de/record/2948642Test

المؤلفون: Perren, Sonja, von Wyl, Agnes, Stadelmann, Stephanie, Bürgin, Dieter, von Klitzing, Kai

المصدر: ISSN:0890-8567 ; ISSN:1527-5418 ; Journal of the American Academy of Child and Adolescent Psychiatry.

مصطلحات موضوعية: Behavioral/emotional difficulty, Peer rejection, Peer victimization, Multi-informant approach, Kindergarten age, info:eu-repo/classification/ddc/150, info:eu-repo/classification/ddc/155

العلاقة: https://doi.org/10.1097/01.chi.0000220853.71521.cbTest; https://hdl.handle.net/11475/3686Test; https://digitalcollection.zhaw.ch/handle/11475/3686Test

الإتاحة: https://doi.org/10.1097/01.chi.0000220853.71521.cbTest
https://hdl.handle.net/11475/3686Test
https://digitalcollection.zhaw.ch/handle/11475/3686Test

مصطلحات الفهرس: Behavioral/emotional difficulty, Peer rejection, Peer victimization, Multi-informant approach, Kindergarten age, 150: Psychologie, 155: Differentielle Psychologie und Entwicklungspsychologie, Beitrag in wissenschaftlicher Zeitschrift, Text

URL: https://doi.org/10.1097/01.chi.0000220853.71521.cbTest
Journal of the American Academy of Child and Adolescent Psychiatry

مصطلحات الفهرس: Behavioral/emotional difficulty, Peer rejection, Peer victimization, Multi-informant approach, Kindergarten age, 150: Psychologie, 155: Differentielle Psychologie und Entwicklungspsychologie, Beitrag in wissenschaftlicher Zeitschrift, Text

URL: https://doi.org/10.1097/01.chi.0000220853.71521.cbTest
Journal of the American Academy of Child and Adolescent Psychiatry

مصطلحات الفهرس: Behavioral/emotional difficulty, Peer rejection, Peer victimization, Multi-informant approach, Kindergarten age, 150: Psychologie, 155: Differentielle Psychologie und Entwicklungspsychologie, Beitrag in wissenschaftlicher Zeitschrift, Text

URL: https://doi.org/10.1097/01.chi.0000220853.71521.cbTest
Journal of the American Academy of Child and Adolescent Psychiatry