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A Longitudinal Study of Reactive Curiosity, Manifest Anxiety, and Achievement in Elementary School [microform] / Michael Yost
Bib ID 5217216
Format BookBook, MicroformMicroform, OnlineOnline
Author
Yost, Michael
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1967 
18 p. 
Summary

The study attempted to determine: (1) whether achievement in the early school years is related to anxiety and curiosity in later school years; and (2) whether anxiety and curiosity in early school years are related to achievement in later school years. The Stafford Achievement Test (SAT), the Children's Manifest Anxiety Scale (CMAS), and the Children's Reactive Curiosity Scale (RCS) were used to pre- and post-test 73 boys and girls in a traditional, structured school, and 74 boys and girls in an innovative, unstructured school. Procedures and statistical analyses of data are included. Results indicate that there is a significant correlation between fourth grade anxiety and sixth grade achievement for boys in the traditional school, and between fourth grade curiosity and sixth grade achievement for girls in the traditional school. No other significant correlations were found. Discussion focuses on possible explanations. (TL)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Achievement.  |  Achievement Rating.  |  Anxiety.  |  Curiosity.  |  Educational Innovation.  |  Elementary School Curriculum.  |  Elementary School Students.  |  Innovation.  |  Instructional Innovation.  |  Student Motivation.
Other authors/contributors Upper Midwest Regional Educational Lab., Inc., Minneapolis, Minn
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