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| Autor/in | Holcomb, Margaret |
|---|---|
| Titel | Anxiety, Acceptance, and Achievement in Seventh-Grade Children. |
| Quelle | (1972), (92 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Achievement; Adolescents; Anxiety; Child Development; Educational Environment; Failure; Junior High School Students; Peer Acceptance; Reading Level; Success |
| Abstract | This report, after thoroughly surveying the literature on anxiety, acceptance, and achievement, focuses on the relationship between a child's anxiety, peer acceptance, reading level, and overall school achievement as part of child development. Eight seventh-grade classes served as subjects for the study which examined such variables as age, sex, socioeconomic level, scores on Iowa Tests of Basic Skills, Iowa Silent Reading Test, and Children's Manifest Anxiety Scale with L-scale; and sociometric ratings of peers. Results show that anxiety does not relate significantly with the other variables under examination, with the exception of age. However, peer acceptance does reflect a relationship with school achievement, reading level, sex, and socioeconomic level. The author contends that since one justification for tracking students consists in freeing the child from the anxiety of competing with academically abler students, the absence of anxiety as a contributing variable supports the abolishment of such homogeneous groups. (Author/LAA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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