1.

S2 File -

2.

S2 File -

3.

S2 File -

1.

Confirmatory factor analysis of the H-PEPSS model for classroom learning.

2.

Confirmatory factor analysis of the H-PEPSS model for classroom learning.

3.

Confirmatory factor analysis of the H-PEPSS model for classroom learning.

1.

Confirmatory factor analysis of the H-PEPSS model for clinical learning.

2.

Confirmatory factor analysis of the H-PEPSS model for clinical learning.

3.

Confirmatory factor analysis of the H-PEPSS model for clinical learning.

1.

Goodness-of-fit indices.

2.

Goodness-of-fit indices.

3.

Goodness-of-fit indices.

1.

Construct validity—Classroom learning.

2.

Construct validity—Classroom learning.

3.

Construct validity—Classroom learning.

1.

Construct correlation matrix (standardized)—Classroom learning.

2.

Construct correlation matrix (standardized)—Classroom learning.

3.

Construct correlation matrix (standardized)—Classroom learning.

1.

Construct validity—Clinical learning.

2.

Construct validity—Clinical learning.

3.

Construct validity—Clinical learning.

1.

Construct correlation matrix (standardised)—Clinical learning.

2.

Construct correlation matrix (standardised)—Clinical learning.

3.

Construct correlation matrix (standardised)—Clinical learning.

1.

Table_1_Psychometric Properties of the Millon Clinical Multiaxial Inventory–III in an Arabic Clinical Sample Compared With American, Italian, and Dutch Cultures.docx

2.

Table_1_Psychometric Properties of the Millon Clinical Multiaxial Inventory–III in an Arabic Clinical Sample Compared With American, Italian, and Dutch Cultures.docx

3.

Table_1_Psychometric Properties of the Millon Clinical Multiaxial Inventory–III in an Arabic Clinical Sample Compared With American, Italian, and Dutch Cultures.docx

1.

Inégalités de santé mentale: à propos des détenus du projet Equal-Reset Luxembourg sur l'employabilité