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ERIC Number: ED043926
Record Type: RIE
Publication Date: 1969-Sep
Pages: 57
Abstractor: N/A
Reference Count: 0
A Study to Determine the Relationship between Anxiety and Learning in Young Children. Final Report.
Grossman, Bruce D.
The major focus of this study is on the relationship between anxiety and achievement. It was predicted that with young children, anxiety is likely to have a debilitating effect on their standardized test scores as well as on teachers' ratings of their competence. This hypothesis is generally supported. The sample consists of 156 childen from preschool, kindergarten, and first grade. Results of testing and observation show negative correlations between the anxiety questionnaire and competence ratings for kindergarten children, and no relationship at all between perceived anxiety and achievement for the first grade sample, although anxiety ratings do show a significant negative correlation with achievement. This fact may be attributable to first grade children being more defensive than kindergarteners. Anxiety seems to show no relationship to achievement motivation for kindergarten children, but a positive relationship for first graders. For preschoolers it is found that achievement motivation reflects a concern about success, and may be viewed as a form of anxiety. Results suggest that concern about success and failure is more apt to be part of a general anxiety for the older children, particularly for girls, reflecting the fact that competition is generally less acceptable for girls than boys in our society. (Author/CJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Hofstra Univ., Hempstead, NY.