Summary. Sarason's General and Test Anxiety Scales were administered to children of two English junior schools on three equally spaced occasions over a twelve‐month period. The 11+ examination was taken between the second and third testing occasions. The children of one school experienced streaming by ability throughout; those of the other school remained unstreamed until after the first testing. Although in some cases GA and TA scores yielded parallel findings, the two scales show some differential sensitivity. Differences in school regime and interactions with this factor were found to affect General Anxiety scores; whereas Test Anxiety scores showed different relationships with ability (streams) on different testing occasions. The approach of the 11+ examination maintained the level of anxiety against the usual downward trend found for repeated measurements of anxiety in the school which had not previously experienced a strongly competitive classroom atmosphere. The complexity yet meaningfulness of the interactions found suggests that there are dangers in assembling overall results concerning anxiety scales from different schools and different sexes, as has been done in several previous studies.

The total intake in one year (N= 262) of two junior schools was intensively and extensively studied over a four-year period by means of a large variety of psychological and educational tests. One school practised a markedly 'traditional' approach to education, the other an equally definite progressive approach.The present paper considers the incidence of deviant behaviour (subdivided into withdrawn and aggressive) in the two schools, as reported by teachers when the children (N= 23 I) were aged I I years; and the relationship of such reported behaviour to measured intelligence at 9 and I I ; progress in school subjects over a three-year period; perseverance on a simple cognitive task at 8 and I I ; sociometric ratings at 8 and I I ; and assessments of behaviour given four years earlier by other teachers.The reported incidence of 'maladjustment ' in the progressive school was significantly lower than in the traditional school. The number of deviant children reported by the progressive school was in fact too small to permit reliable comparisons with the traditional school. Detailed investigation was therefore made of the latter sample only.The main findings in respect of the children studied were as follows. Measured I.Q. had no association with reported deviance. Results on the perseverance test were equally negative. In terms of academic progress, significant differences were shown between the deviant and normal groups, and between the sexes. All deviant groups were shown in the sociometric rating to be significantly less popular than the normal groups. Finally, teacher ratings of the children at 7 and I I years showed appreciable agreement, reaching statistical significance. This paper is based on aspects of a large amount of educational, psychological and sociological data gathered in the course of a longitudinal, comparative study of two junior schools, one of which favoured a markedly 'progressive ' approach, the other, an equally definite 'traditional' approach to the process of education. The study was begun originally in 1956, embracing the total intake of children in the two schools of that year, and continued without interruption till 1960, at which point the children were X I + and departing to various secondary schools. I n 1964 a limited follow-up was conducted in respect of one-third of the original sample. SCOPE AND PURPOSEDuring the first and last year at thejunior school, the teachersin charge of the children were asked to complete a questionnaire for each child, one item of which dealt with difficult or problem behaviour. I n terms of the present paper, these data were to be

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