Richardson, John T. E.
(1991).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.2307/1982284 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
Contrary to the frequent assumption that intellectual performance of female students varies through the menstrual cycle, this article argues that the process of menstruation has no effect upon academic performance when measured by quantitative tests or examinations. Subjective complaints of paramenstrual dysfunction originate in socially mediated beliefs rather than objective impairment.
| Item Type: | Journal Item |
|---|---|
| ISSN: | 0022-1546 |
| Academic Unit/School: | Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 50138 |
| Depositing User: | John T. E. Richardson |
| Date Deposited: | 17 Jul 2017 14:46 |
| Last Modified: | 07 Dec 2018 10:53 |
| URI: | http://oro.open.ac.uk/id/eprint/50138 |
| Share this page: |     |
Metrics
Altmetrics from Altmetric | Citations from Dimensions |
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)