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Further Observation on Study Difficulty in University Students Including ‘Syllabus-Boundness’

Published online by Cambridge University Press:  29 January 2018

C. J. Lucas ,
Sidney Grown ,
Peter Stringer  and
Saradha Supramaniam
C. J. Lucas
Affiliation:
University College London, Health Centre, 3 Gower Place, London, W.C.1
Sidney Grown
Affiliation:
The London Hospital, London, E.1
Peter Stringer
Affiliation:
The University of Surrey, Guildford, Surrey
Saradha Supramaniam
Affiliation:
University College London
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Summary

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.

Type
Papers
Information
The British Journal of Psychiatry , Volume 129 , Issue 6 , December 1976 , pp. 598 - 603
Copyright
Copyright © Royal College of Psychiatrists, 1976 

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