Statements in which the resource exists.
SubjectPredicateObjectContext
pubmed-article:10319449rdf:typepubmed:Citationlld:pubmed
pubmed-article:10319449lifeskim:mentionsumls-concept:C0006019lld:lifeskim
pubmed-article:10319449lifeskim:mentionsumls-concept:C0542298lld:lifeskim
pubmed-article:10319449lifeskim:mentionsumls-concept:C1527148lld:lifeskim
pubmed-article:10319449pubmed:issue3lld:pubmed
pubmed-article:10319449pubmed:dateCreated1999-6-7lld:pubmed
pubmed-article:10319449pubmed:abstractTextThe effect of boredom proneness as measured by the Boredom Proneness Scale (R. F. Farmer & N. D. Sundberg, 1986) on college students' psychosocial development was investigated via the Student Developmental Task and Lifestyle Assessment (SDTLA; R. B. Winston, T. K. Miller, & J. S. Prince, 1995). Low boredom-prone students had significantly higher scores on the following SDTLA measures: career planning, lifestyle planning, peer relationships, educational involvement, instrumental autonomy, emotional autonomy, interdependence, academic autonomy, and salubrious lifestyle. Gender differences on boredom proneness and psychosocial development measures are discussed.lld:pubmed
pubmed-article:10319449pubmed:languageenglld:pubmed
pubmed-article:10319449pubmed:journalhttp://linkedlifedata.com/r...lld:pubmed
pubmed-article:10319449pubmed:citationSubsetIMlld:pubmed
pubmed-article:10319449pubmed:statusMEDLINElld:pubmed
pubmed-article:10319449pubmed:monthMaylld:pubmed
pubmed-article:10319449pubmed:issn0022-3980lld:pubmed
pubmed-article:10319449pubmed:authorpubmed-author:WiseS MSMlld:pubmed
pubmed-article:10319449pubmed:authorpubmed-author:VodanovichS...lld:pubmed
pubmed-article:10319449pubmed:issnTypePrintlld:pubmed
pubmed-article:10319449pubmed:volume133lld:pubmed
pubmed-article:10319449pubmed:ownerNLMlld:pubmed
pubmed-article:10319449pubmed:authorsCompleteYlld:pubmed
pubmed-article:10319449pubmed:pagination303-14lld:pubmed
pubmed-article:10319449pubmed:dateRevised2004-11-17lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:meshHeadingpubmed-meshheading:10319449...lld:pubmed
pubmed-article:10319449pubmed:year1999lld:pubmed
pubmed-article:10319449pubmed:articleTitleBoredom proneness and psychosocial development.lld:pubmed
pubmed-article:10319449pubmed:affiliationKansas State University, Department of Psychology, Manhattan 66506-5302, USA. watt@ksu.edulld:pubmed
pubmed-article:10319449pubmed:publicationTypeJournal Articlelld:pubmed