Influence of perceived attributes and perceived emotional climate on academic performance of students

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dc.contributor.guideShailaja Shastrien_US
dc.coverage.spatialPsychologyen_US
dc.creator.researcherSowmya Puttarajuen_US
dc.date.accessioned2015-07-29T09:07:11Z
dc.date.available2015-07-29T09:07:11Z
dc.date.awarded27/09/2014en_US
dc.date.completed19/09/2014en_US
dc.date.issued2015-07-29
dc.date.registered28/08/2011en_US
dc.description.abstractThe study also revealed that the high and low academic achievers possess distinct nonacademic cognitive profiles While high academic achievers possess an optimistic explanatory style and possess metacognitive awareness They also tend to have better empathetic relationships with their teachers as compared to their peers Whereas the low academic achievers are predominantly pessimistic in their explanatory style are poor on metacognitive awareness and are highly influenced by their peers as compared to their teachers newlineen_US
dc.description.noteBibliography 262 - 282 p.en_US
dc.format.accompanyingmaterialNoneen_US
dc.format.dimensionsen_US
dc.format.extent340 p.en_US
dc.identifier.urihttp://hdl.handle.net/10603/45670
dc.languageEnglishen_US
dc.publisher.institutionDepartment of Psychologyen_US
dc.publisher.placeBengaluruen_US
dc.publisher.universityJain Universityen_US
dc.relationen_US
dc.rightsuniversityen_US
dc.source.universityUniversityen_US
dc.subject.keywordMetacognitiveen_US
dc.subject.keywordPsychologyen_US
dc.titleInfluence of perceived attributes and perceived emotional climate on academic performance of studentsen_US
dc.title.alternativeAn exploratory studyen_US
dc.type.degreePh.D.en_US

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