Abstract
To study the effects of study problems and anxiety on achievement relative to ability, scores on the California Mental Maturity Test, California Achievement Test, Counseling key of Brown Holzman Survey of Study Habits and Attitudes, and Children's Manifest Anxiety Scale on 66 seventh graders were examined. Discrepancies between achievement in reading, arithmetic and language with such achievements expected on the basis of the Intellectual States Index of the CMMT were correlated with study problems and anxiety scores. Correlations of achievement relative to ability with anxiety were low. Study problems explained such achievement moderately. Correlations were higher in a sample of girls. The use of the Brown Holzman Counseling key in studying achievement of seventh graders was found to be promising.
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