ERIC Number: ED194182
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Achievement, Anxiety and Self-Concept in Formal and Informal Settings.
O'Tuel, Frances S.; Terry, Diane
This study investigated relationships among anxiety, self-concept, achievement, sex and I.Q. in two educational settings: a structured formal setting and an open informal setting. A sample of 326 fourth grade students attending schools differing in structure and formality were given the following tests: The California Mental Aptitude Test; the Comprehensive Test of Basic Skills (CTBS); the Test Anxiety Scale for Children (TASC); the General Anxiety Scale for Children (GASC); the Defensive Scale (part of the GASC); and the Coopersmith Self-Esteem Inventory (SEI). Subjects differed significantly on achievement, with those in the formal setting doing better. With IQ as the covariant, however, setting differences were not significant for achievement, anxiety, or self-concept. Sex differences were significant for all variables but self-concept. The achievement of low anxious students was better than that of high anxious students in both settings. Aptitude treatment interaction effects indicated that high IQ students performed better in the formal setting while low IQ students performed better in the informal setting. (Author/SS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979).