The Moderating Role of Anxiety in Predicting Academic Achievement in Children

The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achievement. In the present study, the WISC-III Verbal IQ, the RCMAS factors of physiological anxiety (i.e., emotionality) and worry/oversensitivity, and the WIAT total and composite achievement scores were examined to investigate these relationships. Results indicate that anxiety failed, for the most part, to moderate these relationships.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Psychology

Department dc:contributor.department

Psychology

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2003

Author dc:creator

• Bodas, Jaee

Chair dc:contributor.committeechair

• Ollendick, Thomas H.

Committee members dc:contributor.committeemember

• Bell, Martha Ann
• Cooper, Lee D.

• Anxiety
• Academic Achievement
• Intelligence

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-12122003-143014

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/9674