ANXIETY IN SECONDARY MODERN AND GRAMMAR SCHOOL CHILDREN

Abstract

Summary. Theory regarding anxiety now yields a variety of predictions concerning its incidence in secondary modern and grammar school children. An investigation was designed to test some of these predictions.Anxiety was measured by means of eight self‐rating questionnaires. These were used in twelve single‐sex secondary modern and grammar schools to obtain a sample of approximately nine hundred children, divided equally into eight groups according to age, sex and school type. Differences between mean scores of secondary modern and grammar school groups were tested for significance by a series of t‐tests. The secondary modern school groups had significantly higher mean scores on three measures of manifest and separation anxiety, and higher mean scores on a measure of emotional introversion. The secondary grammar school groups had a significantly higher mean score on a measure of social introversion, and higher mean scores on measures of self‐blame and thinking introversion.The results are discussed in relation to Davis's theory of “adaptive, socialised anxiety.” This theory is not supported unless it is assumed that the kind of anxiety referred to by Davis bears little relation to what is generally understood by the word. Predictions following from generalisations of Lynn's work on anxiety and attainment also fail to be verified. It is concluded that if any assertion may be made regarding the general relationship of anxiety and attainment among secondary school children, it is that they are negatively correlated. This is supported by Vernon's finding of a positive correlation of attainment and emotional stability among children.Predictions made from Spence's theory are verified. Predictions made from a theory which identifies neuroticism with autonomic drive and introversion with the slow accumulation and fast dissipation of reactive inhibition are not supported.