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Using attribution theory to account for college students' course-related stress

Yu, Ai and Sheng, R. (2008) Using attribution theory to account for college students' course-related stress. Heilongjiang Researches on Higher Education, 12. pp. 22-27. ISSN 1003-2614

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Abstract

This paper applied the framework of Leeds Attirbution Code System (LACS) in China's higher education context. The LACS framework provides a reference point for accounting study-related stress reported by college students. 6 groups were organised to determine the dimensions of students' attribution of stress. Three dimensions were validated in students' attirbution processes, which are consistent with the LACS framework. A new dimension was found and thus enriched the original framework.

Item Type: Article
Additional Information: © 2008 The Author
Divisions: Psychological and Behavioural Science
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Sets: Departments > Social Psychology
Departments > Psychological and Behavioural Science
Date Deposited: 06 Aug 2014 09:52
Last Modified: 20 Jul 2020 23:28
URI: http://eprints.lse.ac.uk/id/eprint/58550

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