| 000 | 02609nam a2200481 4500 | ||
|---|---|---|---|
| 001 | 1181 | ||
| 010 | _a9781617355233 | ||
| 090 | _a1181 | ||
| 100 | _a20140116d2011 k y0pory5003 ba | ||
| 101 | 0 | _aeng | |
| 102 | _aUS | ||
| 200 | 1 |
_aPersonality, stress and coping: implications for education _fed. Gretchen M. Reevy, Erica Frydenberg |
|
| 210 |
_aCharlotte _cInformation Age Publishing _d2011 |
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| 215 | _a323 p | ||
| 225 | 2 | _aResearch on Stress and coping in education | |
| 464 | 1 |
_tPersonality hardiness as a pathway to resielce under educational stresses _024331 |
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| 464 | 1 |
_tBuilding inner resilience in teachers and students _024332 |
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| 464 | 1 |
_tYou are who you are: a mixed method study of affectivity and emotional regulation in curbing teacher burnout _024333 |
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| 464 | 1 |
_tPersonality traits, preventive coping, and self-care in master's level counselor training _024334 |
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| 464 | 1 |
_tRelationships of big five traits and coping mechanisms with college grade point average _024335 |
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| 464 | 1 |
_tImplict theories of personality, stress, and coping of chinese nursing students _024336 |
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| 464 | 1 |
_tCollege student's meaning making following sgnificante loss _024337 |
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| 464 | 1 |
_tOptimism, emotional support, and depression among first-year university students: implications for psychological functionong within the educational setting _024338 |
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| 464 | 1 |
_tThe relationship between positive development during the transation to adulthood and education, temperament, and personality _024339 |
|
| 464 | 1 |
_tUnderstanding adolescent risk taking behavior: exploring the motivations, personalities and coping styles of young people in a school-based population _024376 |
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| 464 | 1 |
_tCoping styles and anxiety among gemale victims of bullying _024377 |
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| 464 | 1 |
_tImplicit theories of personality predict motivation to use prosocial coping responses after bullying in high school _024378 |
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| 464 | 1 |
_tThe relationship between coping strategies, decision-coping patterns, and self-efficacy in adolescence _024379 |
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| 464 | 1 |
_tAdolescent coping styles and task-specific responses: does style roreshadow action? _024380 |
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| 606 | 1 | _aPsicologia Educacional | |
| 606 | 1 | _aPersonalidade | |
| 606 | 1 | _aEstrategia de Coping | |
| 606 | 1 | _aStress | |
| 606 | 1 | _aProfessores | |
| 606 | 1 | _aTomada de decisão | |
| 606 | 1 | _aEstratégias | |
| 606 | 1 | _aEnsino | |
| 606 | 1 | _aAprendizagem | |
| 686 | _a3500 - Psicologia Educacional | ||
| 702 | 1 |
_aReevy _bGretchen M. _ced. |
|
| 702 | 1 |
_aFrydenberg _bErica _ced. |
|
| 856 | 4 | _uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e2.htm | |