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Development of Logical Reasoning in the Context of Parental Style and Test Anxiety

Mark S. Chapell and Willis F. Overton
Merrill-Palmer Quarterly
Vol. 44, No. 2 (April 1998), pp. 141-156
Stable URL: http://www.jstor.org/stable/23093663
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Development of Logical Reasoning in the Context of Parental Style and Test Anxiety
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Abstract

The development of reasoning during adolescence was examined, and the relationship of parental style and test anxiety to reasoning performance was explored. Participants were 120 students, 40 each in the sixth, tenth, and twelfth grades, classified into authoritative or nonauthoritative and high or low test-anxiety groups. They were administered 10 deductive reasoning problems. As predicted, tenth and twelfth graders demonstrated significantly more advanced reasoning than did sixth graders. As expected, authoritative parenting was related to more advanced reasoning performance and lower test anxiety than was nonauthoritative parenting. Further, low test anxiety was related to more advanced reasoning performance than was high test anxiety. Results are discussed in terms of contextual factors in logical reasoning.

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