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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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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.
The Journal of Educational Research © 1973 Taylor & Francis, Ltd.