Anxiety, divergent thinking, and achievement.

Abstract

Correlations among general anxiety (A); School and College Achievement Test (SCAT); Sequential Test of Educational Progress (STEP); a creativity self-rating scale (C-R); and divergent thinking testa of originality (R), flexibility (A), and ideational fluency (O) were computed for 273 Ss at the seventh-and eighth-grade levels, and 2-factor analyses of variance for Sex X Anxiety were calculated for 4 criterion groups of 50 Ss each divided equally by sex and A as high or low. It was found that high-A Ss were lower than low-A Ss on SCAT and STEP, but the difference on divergent thinking Bcores was not significant. Positive correlations were found between C-R in males and their SCAT, STEP, and R scores and between SCAT and STEP of all Ss on the one hand and their R and A scores on the other.

Relationships of some adolescent characteristics and verbal creativity

“…This finding supports most of the earlier studies, to our knowledge (Denny & Feldhusen, 1963;Feldhusen, Denny & Condon, 1965;Flescher, 1963;and Wallach & Kogan, 1965). School awiety.…”

Affective and Ability Factors in Second‐language Acquisition

“…The collection of the data obtained directly from the students took one class period. During that class the students completed three self-rating questionnaires: (1) An anxiety scale consisting of combined items from the Sarason Test Anxiety Scale (Sarason 1961) and the Taylor Manifest Anxiety Scale; (2) the Marlowe-Crowne Scale (Crowne & Marlowe 1964) of reserved versus outgoing personality; and ( 3) a creativity self-report scale (Feldhusen 1965).…”

Language Anxiety among Gifted Learners in Malaysia

“…Past researches seem to support the idea that those who score low on anxiety have higher verbal creative thinking scores (Fleischer & Cohen, 1965;Grimm & Nachmias, 1977;White, 1968). However, not all of the data support this idea (Feldhusen, Denny, & Condon, 1965;Strauss, Hadar, Shavit, & Itskowitz, 1981).…”