This study investigates the relationships between both the Coopersmith Self-Esteem Inventory and the Sarason General Anxiety Scale for Children and the Peabody Individual Achievement Test (subtests of Mathematics, Reading Recognition, and General Information). Eighty-eight kindergarten through sixth-grade learning disabled children placed in the regular classroom with resource help were tested individually by a certified learning disabilities teacher. Pearson product-moment coefficients of correlation between all variables were determined for the total sample and for each sex. Significant relationships were found between (a) self-esteem and Mathematics, Reading Recognition, and General Information achievement scores for the total group and females, (b) self-esteem and Reading Recognition and General Information achievement scores for males, (c) general anxiety and General Information achievement scores for the total group and for males (negative direction), and (d) general anxiety and self-esteem for the total group and males (negative direction).
The factor structure of the WAIS-R has been the subject of much debate and recently researchers have examined multiple independent samples and compared the resulting factor structures using the coefficient of congruence. On the basis of this, one recent study concluded that the WAIS-R had three clear factors. In the present study this conclusion was questioned and it was claimed that the previous result was an artifact caused by the large general factor found in the WAIS-R. The present study aimed to clarify the situation by using identical data but the alternative factor comparison technique, FACTOREP, which was able to reduce the influence of both error variance and the general factor. On the basis of this comparison it was demonstrated that the WAIS-R has two strong factors but that there is little evidence for the existence of a third factor.
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