Abstract
The intercorrelations among intelligence, achievement, self-esteem, and anxiety measures were studied among fourth, fifth, and sixth grade pupils in self-contained and individualized programs. In addition to significant positive interrelationships among the measures of intelligence, achievement, and self-esteem for each of the groups exposed to different models of instruction, the lack of a significant negative correlation between the measure of anxiety and either the achievement or intelligence measure for the group exposed to individualized instruction as compared with the presence of a corresponding significant negative correlation for the group in the traditional self-contained model was judged noteworthy.
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