Highly Anxious Pupils in Formal and Informal Primary Classrooms; The Relationship between Inferred Coping Strategies and: I--Cognitive Attainment.

Wade, Barbara E.

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Peer reviewed

ERIC Number: EJ241782

Record Type: Journal

Publication Date: 1981-Feb

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Highly Anxious Pupils in Formal and Informal Primary Classrooms; The Relationship between Inferred Coping Strategies and: I--Cognitive Attainment.

Wade, Barbara E.

British Journal of Educational Psychology, v51 pt1 p39-49 Feb 1981

On the premise that "anxiety" and "achievement motivation" may be indicative of coping strategies, questionnaire measures of these traits plus academic tests were administered to 956 British pupils taught by teachers representing formal, informal, and mixed teaching styles. For part two of this study, classroom behavior, see AA 532 923. (Author/SJL)

Descriptors: Academic Ability, Academic Achievement, Achievement Need, Anxiety, Classroom Environment, Classroom Research, Coping, Elementary Education, Sex Differences, Student Behavior, Teaching Styles

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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