Influence of Intelligence on Anxiety and Perception of Self and Others

Phillips, Beeman N.; Hindsman, Edwin; Jennings, Earl

doi:10.2307/1126379

Cited by 4 publications

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“…The authors suggest that this means there may be different optimal levels of anxiety in learning nonverbal materials of differing complexity. Also of some relevance here are the consistent findings of low, but statistically significant, relationships between CMAS scores and performance on very complex tests, such as intelligence tests (66,85,86,150,170), and achievement tests (66,90,150,156,179). It appears, however, that CMAS scores of highly intelligent children may not be related to their performance in these complex situations (66), or that the relationship may be quite complicated (117).…”

Section: Measures Of Anxiety As a State Variablesupporting

confidence: 52%

“…In addition, other relevant studies have reported positive relationships between CMAS scores and selfdisparagement (142), emotional instability (90), insecurity (159), use of fantasy, (197), unpopularity with peers (151,220), some areas of psychosexual conflict (221), and inaccurate perception of one's own but not others' social status (222). CMAS scores have also been found to be highly loaded on a personality factor defined by such variables as dissatisfaction with self and others, social inadequacy, lack of personal adjustment, and family tensions (170).…”

Section: Measures Of Anxiety As a State Variablementioning

confidence: 99%

See 1 more Smart Citation

Anxiety.

Ruebush¹

Child Psychology: The Sixty-Second Yearbook of the National Society for the Study of Education, Part 1.

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Section: Measures Of Anxiety As a State Variablesupporting

confidence: 52%

Section: Measures Of Anxiety As a State Variablementioning

confidence: 99%

Anxiety.

Ruebush¹

Child Psychology: The Sixty-Second Yearbook of the National Society for the Study of Education, Part 1.

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“…1958Sarnoff ef al. , 1959Waite et al 1958;Phillips et al 1960;Phillips, 1962), according to which girls score significantly higher on both scales than boys, the difference being greater for the G.A.S.C. than for the T.A.S.C.…”

Section: Resultsmentioning

confidence: 98%

The Influence of Schooling and Sex on Test and General Anxiety as Measured by Sarason's Scales

Pringle

Cox

1963

Child Psychology Psychiatry

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“…This dependence on the approval of others led to a way of relating to authority figures which inhibited spontaneity, flexibility, and creativity. Phillips, Hindsman, and Jennings (1960) The remaining four scales were selected as measures of the manner in which individuals perceive others (criticism of youth, low teacher evaluation, criticism of education, and negative orientation to society). The results suggested anxious subjects expressed more self-and otherdissatisfaction than the less anxious subjects; the more anxious subjects exhibited greater self-dissatisfaction than other-dissatisfaction.…”

Section: Behavioral Correlates Of Anxietymentioning

confidence: 99%

The relationship between teacher classroom behavior and student school anxiety levels

Zimmerman

1970

Psychol. Schs.

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University of A r i z mCurrent trends in anxiety research have centered on the development of scales designed to measure this phenomenon with reference to the specific situations in which it occurs. Of particular interest to the educator are attempts to measure anxiety connected with the school setting. In this regard, a recent study by Schelkun and Dunn (1967) found a substantial negative correlation (T = -.47) between student school anxiety (SSA) and achievement test scores. These investigators employed the 105-item School Anxiety Questionnaire (SAQ) which was developed by Bergan (1968) and Dunn (1968) to measure five situationally defined types of SSA: test anxiety, report card anxiety, recitation anxiety, failure anxiety, and success anxiety. There is evidence that one of these types of SSA is amenable to conditioning procedures (e.g. Mann, 1969; Suinn, in press). Mann (1969) reduced test anxiety and correspondingly raised achievement test scores in children as a result of variants of Wolpe's (1958) systematic desensitization technique which is predicated on the conditioning principle of reciprocal inhibition. Since the school anxiety response has been shown to be a conditionable behavior which has the propensity to inhibit academic performance, it was selected to be the dependent variable for this investigation.The variable of teacher classroom behavior has been the subject of much scientific study in recent years. Flanders (1960) developed a ten-category quantitative model to analyze teacher-student verbal behavior with some degree of reliability. This model, termed Interaction Analysis (IA), has made the study of the effects of various patterns of teacher behavior possible. With respect to this model, there is some evidence that certain patterns of teacher behavior which Hough (1967) characterized as rewarding tended to facilitate student achievement and attitudinal development (Flanders, 1964). Similarly teacher behavior characterized as punishing has been shown to inhibit student achievement (Soar, 1967).The conclusion drawn from the above research is that since teacher behavior exerts reinforcement effects upon student behavior, and since the '(anxiety" response can be manipulated according to conditioning principles, that the net level of teacher reward would correlate inversely with classroom levels of SSA. METHOD SubjectsThe teacher was the sampling unit for this study. Three male and fourteen female teacher volunteers, drawn from three elementary schools in Tucson, Arizona, served as Ss. Teachers ranged from two to thirty-two years in classroom experience and were all assigned to grades three through six. The classes were, predominantly, middle socioeconomic level and were heterogeneously-grouped in ability. The SSA results are based on the 443 children taught by the teachers studied. ProcedureEight classroom observers were instructed in the use of Flanders' model and achieved an interobserver Scott (1955) reliability coefficient of .83 during the training. Periodic reliability checks, IT& investi...

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Influence of Intelligence on Anxiety and Perception of Self and Others

Cited by 4 publications

References 0 publications

Anxiety.

Anxiety.

The Influence of Schooling and Sex on Test and General Anxiety as Measured by Sarason's Scales

The relationship between teacher classroom behavior and student school anxiety levels

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