Highly Anxious Pupils in Formal and Informal Primary Classrooms; The Relationship between Inferred Coping Strategies and: II--Classroom Behaviour.

Wade, Barbara E.

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Peer reviewed

ERIC Number: EJ241783

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: II--Classroom Behaviour.

Wade, Barbara E.

British Journal of Educational Psychology, v51 pt1 p50-57 Feb 1981

Using a behavior observation schedule, classroom behavior was investigated in relation to pupils' level of anxiety and achievement need, which were hypothesized to be indicative of coping strategies. Subjects were 104 British students (ages 10-11) in formal and informal classrooms. For part one of this study see AA 532 922. (Author/SJL)

Descriptors: Academic Achievement, Achievement Need, Anxiety, Behavior Problems, Classroom Environment, Classroom Observation Techniques, Coping, Elementary Education, Sex Differences, Student Behavior, Teaching Styles

Publication Type: Journal Articles; Reports - Research

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Audience: N/A

Language: English

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