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Further observation on study difficulty in university students including 'syllabus-boundess'.

C J Lucas·S Crown·P Stringer·S Supramaniam
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Abstract

The UCLS questionnaire, in a form modified to include a measure of syllabus-boundness, and a questionnaire to measure psychiatric symptomatology (the MHQ) were administered to two groups of students, one seeking help for emotional problems, the other a control group. Groups were compared on tests, test findings were inter-correlated, and scores were related to academic success. The UCLSQ is confirmed as a reliable research instrument. Principal component analysis again indicates a separation of psychoneurotic and motivational components of study difficulty. Syllabus-boundness ('Sylbism') emerges as a relatively independent trait, with a significant negative relationship to work satisfaction in both groups. MHQ scores again show a positive correlation between phobic anxiety and academic attainment for patients.

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AchievementCognitionHumansJob SatisfactionMotivationPersonalityPhobic DisordersStudentsSurveys and QuestionnairesUniversitiesJournal Article

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C J Lucas, S Crown, P Stringer, S Supramaniam. 1976. Further observation on study difficulty in university students including 'syllabus-boundess'.. https://doi.org/10.1192/bjp.129.6.598

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