Although many studies examine the biological phenomena that mediate the relationship between stress and illness, more research is needed regarding psychological variables that may mediate this relationship. Thus, the current study investigates the mediating effects of locus of control and self-efficacy in the relationships among stress, illness,…

This study was conducted with 11 Latina/o college students in order to provide insight into how these students develop a sense of resilience. Five factors from J. H. McMillan and D. F. Reed's (1994) concept of resiliency appeared to play an important role in these students' high academic achievement: high educational goals, support and…

This is the first study to investigate the interrelationship of social anxiety with the variables anxiety, depression, locus of control, ego strength and ways of coping in a sample of university students. There were high scores of social anxiety which were related to high scores on measures of anxiety and depression, low ego strength, external…

Noted educator Carol Ann Tomlinson shares the insights that shaped her thinking about informative assessment. Informative assessment goes beyond tests and the grade book. It means assessing students both formally and informally in multiple ways and giving frequent, productive feedback on student work. Informative assessment isn't separate from…

Awakening in young people a sense that the future can be shaped is one of the most constructive contributions any practicing futurist can make. Discussed in this speech, delivered to high school seniors, are future studies issues of importance to students, e.g., how technology will affect people, tomorrow's jobs. (Author/RM)

In 2002, Neil Humphrey and Patricia Mullins published their research into personal constructs and attribution for academic success and failure in dyslexia in BJSE's "Research Section". Their work suggested that pupils with dyslexia, in a range of settings, experience real challenges to their self-esteem and that dyslexia leads to "negative…