Ознакомительная версия. Доступно 15 страниц из 74
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Allen A. P., Smith A. P. A Review of the Evidence That Chewing Gum Affects Stress, Alertness and Cognition // Journal of Behavioral and Neuroscience Research. 2011. Vol. 9. № 1. Pp. 7–23 // researchgate.net/publication/313065290_A_review_of_the_evidence_that_chewing_gum_affects_stress_alertness_and_cognition.
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Ariga A., Lleras A. Brief and Rare Mental ‘Breaks’ Keep You Focused: Deactivation and Reactivation of Task Goals Preempt Vigilance Decrements // Cognition. 2011. March. Vol. 118. № 3. Pp. 439–443 // dx.doi.org/10.1016/j.cognition.2010.12.007.
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Arens K. A., Marsh H. W., Pekrun R. et al. Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects Across Five Waves and Three Achievement Tracks // Journal of Educational Psychology. 2017. July. Vol. 109. № 5. Pp. 621–634 // dx.doi.org/10.1037/edu0000163.
Brummelman E., Thomaes S. How Children Construct Views of Themselves: A Social-Developmental Perspective // Child Development. 2017. November — December. Vol. 88. № 6. Pp. 1763–1773 // dx.doi.org/10.1111/cdev.12961.
Dedonno M. A. The Influence of Family Attributes on College Students’ Academic Self-Concept // North American Journal of Psychology. 2013. March. Vol. 15. № 1. Pp. 49–62 // researchgate.net/publication/235986598.
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Marsh H. W. Academic Self-Concept: Theory, Measurement,
Ознакомительная версия. Доступно 15 страниц из 74