Preliminary Examination of the Impact of Traumatic Brain Injury and Posttraumatic Stress Disorder on Self-Regulated Learning and Academic Achievement Among Military Service Members Enrolled in Postsecondary Education
作者: Bryan M. NessKerryellen Vroman
作者单位: 1Department of Communication Sciences and Disorders (Dr Ness) and Department of Occupational Therapy (Dr Vroman), University of New Hampshire, Durham.
刊名: Journal of Head Trauma Rehabilitation, 2014, Vol.29 (1), pp.33-43
来源数据库: Wolters Kluwer Journal
DOI: 10.1097/HTR.0b013e3182a1cd4e
原始语种摘要: OBJECTIVE:: Delineate the effects of self-reported traumatic brain injury (TBI) or posttraumatic stress disorder (PTSD) on self-regulated learning and academic achievement for university-enrolled military Service members. PARTICIPANTS:: Students (N = 192) from 8 regionally diverse universities, representing an estimated 6% of Service members enrolled across schools. SETTING:: Public universities that are members of the Servicemember Opportunity College consortium. DESIGN:: Cross-sectional study evaluating the relationships between self-reported TBI, PTSD, and self-regulated learning variables and their contribution to academic achievement. MAIN MEASURES:: Self-report of military service; symptoms of TBI and PTSD; self-regulation strategies including effort, time/environment regulation,...
全文获取路径: Wolters Kluwer 
影响因子:4.443 (2012)

  • members 
  • learning 学识
  • regulation 
  • necessary 必要的
  • university 大学
  • reported 报告的
  • academic 科学院的
  • military 军事的
  • DESIGN 指定
  • their 他们的