Junior High School Children Research Articles

The Relations among Anxiety, Intelligence, and Scholastic Achievement in Junior High School Children

A NUMBER of studies have been reported comparing high and low anxious Ss on condition ing experiments, complex learning experiments, and academic performance (1, 3-5, 8-15, 17). One theoretical expectation is that if the learning situation is a simple one involving a single or dominant response, anxious Ss will show supe rior performance because of their higher drive level, but if the learning situation is complex, a number of response tendencies would be aroused and, if the dominant response is not correct, high drive level would impede performance (16). This formulation has been generalized to the relation between general manifest anxiety and scholastic achievement (4,5,8,9). Personality theorists and educators have shown considerable interest in the discrepancy between potential and scholastic performance and com monly have held that personality attributes, anxi ety especially, are significant factors in producing this discrepancy. However, a paucity of studies is seen in the literature concerning the variables thought to be relevant to this situation ; i.e., anxi ety, intelligence, and scholastic achievement. There appears also to be an extreme lack of developmental data regarding the interrelations of these variables over an extended age range. The present study proposed: a) to investigate further the relations among anxiety, intelligence, and scholastic achievement; b) to investigate the use of the statistical combination of intelligence and anxiety in an effort to increase the efficiency of predicting scholastic performance; c) to pro vide an upward age extension of previous investi? g?tions; and d) to explore the possible usefulness of the Children's Manifest Anxiety Scale (CMAS) with junior high children. Procedure

DENTAL GROWTH & PERMANENT TOOTH CARIES OCCURRENCE IN SCHOOL CHILDREN Divided by Family Occupation

Choosing a total of 861 primary and junior high school children in Nagoya, 435 male and 426 female, the authors divided them by family occupation and studied the number of permanent teeth each child had, his height and, in the case of a girl, whether she is having the menses or not, in an attempt to find occupational characteristics, if any, in these respects, and also to learn if there is any correlation among these three factors-dental growth height and physical maturity. They also studied the rate of dental caries occurrence in each occupational group.The survey, however, produced no results suggesting that the nature of a child's family occupation has any particular effect on his dental growth, height, physical maturity or vulnerability to dental caries.

Locating Gifted Children In Junior High Schools

Locating Gifted Children In Junior High Schools

Formulas can be fun

Learning is the act of structuring experiences. Teaching is the act of aiding others to structure experiences. This paper is rich in suggestions for helping junior high-school children to structure experiences involving area.

Intellectual and personality factors associated with social class attitudes among junior high school children.

Intellectual and personality factors associated with social class attitudes among junior high school children.

A Study of Some Socio-Moral Judgments of Junior High School Children

A Study of Some Socio-Moral Judgments of Junior High School Children

Study of the Characteristics of 250 Junior High School Children

Study of the Characteristics of 250 Junior High School Children

Provision for Accelerant and Retarded Children in Junior High School

Provision for Accelerant and Retarded Children in Junior High School