Title page for ETD etd-12122003-143014

Type of Document Master's Thesis
Author Bodas, Jaee
URN etd-12122003-143014
Title The Moderating Role of Anxiety in Predicting Academic Achievement in Children
Degree Master of Science
Department Psychology
Advisory Committee
Advisor Name Title
Ollendick, Thomas H. Committee Chair
Bell, Martha Ann Committee Member
Cooper, Lee D. Committee Member
  • Anxiety
  • Academic Achievement
  • Intelligence
Date of Defense 2003-10-09
Availability unrestricted
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.
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