Abstract
The relations among various cognitive abilities and between cognitive and psychomotor abilities of school children are being clarified through widespread and continuous research. Much less is known about the relation between affective characteristics and cognitive abilities. However, anxiety with moderate to high tension, whether artificially induced through experimentally controlled stress or present in the subjects from unspecified sources, has been shown to reduce learning efficiency (1, 3, 5, 6). The purpose of the present. study was to ascertain the relation between anxiety as measured by a test and IQ and between anxiety and school achievement in children of low, average, and high IQ. Basically, the present study attempts to extend and clarify the work of Sarason and of McCandless, Castaneda, and Palermo with children of elementary school age. Sarason (8) reported that anxiety correlated negatively with IQ and with achievement. Eight correlations were reported between Otis IQs and scores on the Sarason Test Anxiety Scale (7); the children were enrolled in grades 2 through 5 in two schools. The correlations ranged from --.o12 to -.284; four were significant at the I per cent level. Of eight correlations, ranging from -.oo02 to -.294, between scores on standardized
Published Version
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