Anxiety About School Among First‐year Grammar School Pupils, and Its Relation to Occupational Class and Co‐education

Dale, R. E.

doi:10.1111/j.2044-8279.1969.tb02037.x

Cited by 5 publications

(3 citation statements)

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“…The full SEI has test/retest reliabilities ranging from 0.88 over a 5-week period to 0.70 over a 3-year period (Coopersmith, 1967). In this study a shortened version of 25 questions was used which is reported to correlate a t 0.86 with the 58-item version (Argyle and Lee, 1972 (Boxall, 1961) modified by Dale (1969) …”

Section: Variablesmentioning

confidence: 99%

“…The other variables selected as tests which are likely to be used in conjunction with ( I ) National Foundation for Educational Research Test D3 (2) Test DEl Mathematics (NFER, 1970) (3) Moray House Test 95 Verbal Reasoning (University of Edinburgh, 1977) (4) Academic Self-Image Scale (Barker Lunn, 1970) (5) The Boxall Test of School Anxiety (Boxall, 1961) modified by Dale (1969)…”

Section: Variablesmentioning

confidence: 99%

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Lawseq: Its Relation to Other Measures of Self‐esteem and Academic Ability

Hart¹

1985

Brit J of Edu Psychol

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SUMMARY. This research was concerned with two issues: an examination of the validity of the questionnaire LAWSEQ (Lawrence, 1981). and empirical verification for the generally held assumption that there is a relationship between self-esteem and levels of anxiety, academic self-image, academic achievement and ability. The tests were administered to 128 fourth-year junior school children in the term prior to their transfer to secondary school. LAWSEQ was found to be reasonably stable over a period of four months (rll = 0.64) and had a fairly high correlation (r = 0.73) with the Coopersmith SelfEsteem Inventory (SEI) (Coopersmith, 1967). Significant correlations were detected between selfesteem, levels of anxiety and academic self-image. No significant relationship was found between selfesteem and academic achievement or verbal reasoning.

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Section: Variablesmentioning

confidence: 99%

Section: Variablesmentioning

confidence: 99%

Lawseq: Its Relation to Other Measures of Self‐esteem and Academic Ability

Hart¹

1985

Brit J of Edu Psychol

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“…Άναφορικώς προς τήν άνευρεθίεϊσαν οχέσιν ιμεταξύ νευρωτικής συμπεριφοράς τών παιδίων καί κακής οικονομικής καταστάσεως τής οι κογενείας (πίναξ 19), δεν εχομεν να προσθέσωμεν τίποτε το νέον, διότι το σχετικον εύρημα συμφωνεί προς τήν γενικήν πεποίθησιν δτι ή δυστυ χία ευνοεί τάς ψυχικός διαταραχάς καί έπιοεβαιοί το λαϊκον ρητόν, «δπου φτώχεια καί γκρίνια». Ειδικώς ό Dale, 20 μελετών 1120 παιδία μέ -100σχολειοφοβίαν, εύρεν ότι τα περισσότερα άνηκον εις τας κοινωνικώς κατωτέρας τάξεις. Μεταξύ τών αλλων στοιχείων, τα παιδία μεταφέρουν εις το σχολικον περιβάλλον καί τάς εμπειρίας των έιπί τών μετά τών γονέων των διαπροσωπικών σχέσεων.…”

Section: _90 -unclassified

Παράγοντες Σχετιζόμενοι Προς Την Νευρωτικήν Συμπεριφοράν Των Παιδιών

Χασάπης¹

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Ai ψυχικαί νόσοι, επομένως καί αϊ νευρώσεις, άνεγνωρίσθησαν καί περιεγράφησαν πολύ ένωρίτερον επί ενηλίκων, άπό όσον επί παιδίων. Χαρακτηριστικών, εν προκειμένψ, είναι το γεγονός ότι ό Freud ανέ πτυξε την περί παιδικής σε;ξουαλικότητος θεωρίαν του τρία ετη προ της υπ' αύτοϋ εξετάσεως τοϋ πρώτου παιδίου. 40Επειδή ή ψυχιατρική τών ενηλίκων άνεπτύχθη πολύ ένωρίτερον της παιδοψυχιατρικής, πολλαί γνώσεις έκ της πρώτης μετεφέρθησαν εις τήν δευτέραν αυτούσιοι, χωρίς να ληφθούν ύπ' όψιν ai ψυχολογικοί διαφοραί ενηλίκων καί ανηλίκων. Συνεπεία, τούτου, δεν έδημιουργήθησαν ιδιαίτερα διαγνωστικά κριτήρια δια τός ψυχικός νόσους τών παι διών καί ούτω προέκυψαν πολλαί δυσκολία: αναγνωρίσεως των.

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The effects of single-sex compared with coeducational schooling on students’ performance and attitudes: A meta-analysis.

Pahlke

Hyde

Allison

2014

Psychological Bulletin

205

155

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Proponents of single-sex (SS) education believe that separating boys and girls, by classrooms or schools, increases students' achievement and academic interest. In this article, we use meta-analysis to analyze studies that have tested the effects on students of SS compared with coeducational (CE) schooling. We meta-analyzed data from 184 studies, representing the testing of 1.6 million students in Grades K-12 from 21 nations, for multiple outcomes (e.g., mathematics performance, mathematics attitudes, science performance, educational aspirations, self-concept, gender stereotyping). To address concerns about the quality of research designs, we categorized studies as uncontrolled (no controls for selection effects, no random assignment) or controlled (random assignment or controls for selection effects). Based on mixed-effects analyses, uncontrolled studies showed some modest advantages for single-sex schooling, for both girls and boys, for outcomes such as mathematics performance but not for science performance. Controlled studies, however, showed only trivial differences between students in SS versus CE, for mathematics performance (g = 0.10 for girls, 0.06 for boys) and science performance (g = 0.06 for girls, 0.04 for boys), and in some cases showed small differences favoring CE schooling (e.g., for girls' educational aspirations, g = -0.26). Separate analyses of U.S. studies yielded similar findings (e.g., for mathematics performance g = 0.14 for girls and 0.14 for boys). Results from the highest quality studies, then, do not support the view that SS schooling provides benefits compared with CE schooling. Claims that SS schooling is particularly effective for U.S. ethnic minority boys could not be tested due to the lack of controlled studies on this question.

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Anxiety About School Among First‐year Grammar School Pupils, and Its Relation to Occupational Class and Co‐education

Cited by 5 publications

References 8 publications

Lawseq: Its Relation to Other Measures of Self‐esteem and Academic Ability

Lawseq: Its Relation to Other Measures of Self‐esteem and Academic Ability

Παράγοντες Σχετιζόμενοι Προς Την Νευρωτικήν Συμπεριφοράν Των Παιδιών

The effects of single-sex compared with coeducational schooling on students’ performance and attitudes: A meta-analysis.

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