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The Relationship of Adjustment, Anxiety, and Intelligence to Mathematics Performance

Frank D. Naylor and Eric Gaudry
The Journal of Educational Research
Vol. 66, No. 9 (May - Jun., 1973), pp. 413-417
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27536479
Page Count: 5
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The Relationship of Adjustment, Anxiety, and Intelligence to Mathematics Performance
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Abstract

Can a non-normative measure of adjustment account for performance in mathematics independently of anxiety or intelligence? The mathematics performance of 621 grade 7 children was analyzed in relation to a measure of adjustment derived from semantic differential responses to "myself" and "the person I would like to be." Covariance analyses for trait-anxiety, test-anxiety, and intelligence were carried out. It was found that the measure of adjustment was significantly related to mathematics performance after the effects of anxiety and intelligence were partialled out.

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