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The British Journal of Psychiatry 129: 598-603 (1976)
© 1976 The Royal College of Psychiatrists

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

CJ Lucas, S Crown, P Stringer and S Supramaniam

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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I C McManus, P Richards, B C Winder, and K A Sproston
Clinical experience, performance in final examinations, and learning style in medical students: prospective study
BMJ, January 31, 1998; 316(7128): 345 - 350.
[Abstract] [Full Text]


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