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ERIC Number: ED040254
Record Type: RIE
Publication Date: 1970-Mar
Pages: 24
Abstractor: N/A
Reference Count: 0
Racial-Socioeconomic Situation, Achievement, I.Q., and Teacher Ratings of Behavior as Factors Relating to Anxiety in Upper Elementary School Children: A Follow-up Study.
Hawkes, Thomas Howell; Furst, Norma Fields
This follow-up study aimed to determine whether a similar relationship between anxiety in the school situation and racial-socioeconomic status in upper elementary school children could be found in an expanded population. A population of 1201 fifth- and sixth-grade children from eight schools representing various combinations of urban-suburban, private-public, inner-outer city, and racial compositions were given a "General Anxiety Questionnaire." In addition, IQ, achievement gains, and teacher ratings of pupil behavior were used in this study. Results show that black inner city children do manifest a higher anxiety level than white children. Researchers argue that this anxiety is rooted in unmet physical and security needs in the inner city environment. Thus, a relationship can be established between social-emotional cognitive structures and racial-socioeconomic situations. [Not available in hard copy due to marginal legibility of original document.] (KG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association, Minneapolis, Minn., March 1970