Gender differences in childhood anxiety in relation to school performance

Article

Gana, F., Saadee, F. and Russell, Y. 2022. Gender differences in childhood anxiety in relation to school performance. North American Journal of Psychology. 24 (2), pp. 291-296.
TypeArticle
TitleGender differences in childhood anxiety in relation to school performance
AuthorsGana, F., Saadee, F. and Russell, Y.
Abstract

In a study of UK children aged 8-11, we investigated the potential negative impact of anxiety on school achievement. In the classroom, children completed the SEMA (Scale of Early Math Anxiety (SEMA) and SCARED (Screen for Child Anxiety Related Disorders) questionnaires. Their results were compared against their most recent indicators of school achievement. We found significant negative effects of anxiety on females, but not males. Our results related to math and writing are consistent with previous research, although there appears to be little evidence of a gender difference in anxiety on writing achievement. In relation to reading achievement, previous studies demonstrate significant negative effects of anxiety on achievement, but only in males.

PublisherNorth American Journal of Psychology
JournalNorth American Journal of Psychology
ISSN1527-7143
Publication dates
Print01 Jun 2022
Publication process dates
Deposited22 Mar 2022
Accepted31 Jan 2022
Output statusPublished
Publisher's version
Copyright Statement

© NAJP.
North American Journal of Psychology, 2022, Vol. 24, No. 2, 291-296.
The full text of the published article is reproduced in this repository with publisher permission.

Web address (URL)http://najp.us/north-american-journal-of-psychology-index
LanguageEnglish
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