ERIC Number: ED126477
Record Type: Non-Journal
Publication Date: 1976
Pages: 142
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Anxiety, Intelligence, and Classroom Structure Effects on Reading Achievement in Sixth and Seventh Grade.
Binder, Barry
Hypotheses derived from Hull-Spence learning theory were tested in an investigation of the interactions of anxiety, intelligence, and classroom structure. After pretesting using the Lorge-Thorndike Intelligence Test and the Children's Manifest Anxiety Scale (CMAS), the 324 sixth graders and seventh graders were assigned to one of the eight experimental conditions in a three-factor design (anxiety level/intelligence/classroom structure). After a six-month interval, the CMAS and the Metropolitan Achievement Test were administered to all students. Significant main effects were found for IQ and classroom structure, but not for anxiety. When results for boys and girls were analyzed separately, some significant second-order and third-order interactions were found; these were in accord with theoretical expectations. (Author/AA)
Descriptors: Anxiety, Classroom Environment, Doctoral Dissertations, Elementary Education, Intelligence, Learning Theories, Middle Schools, Reading Achievement, Reading Research, Teaching Styles
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-17,892, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
