British Journal of Educational Psychology

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Volume 27 Issue 1 (February 1957), Pages 1-75

TEMPERAMENTAL CHARACTERISTICS RELATED TO DISPARITY OF ATTAINMENT IN READING AND ARITHMETIC (pages 62-67)

Summary.

  • 1.—
    Several studies suggest that a lack of balance or disparity in attainment in reading and arithmetic in school children is related to certain temperamental traits. These studies suggested the hypothesis that there is a general relationship between anxiety and good reading in relation to arithmetic.
  • 2.—
    This hypothesis was investigated by studies of the relation of anxiety to reading‐arithmetic disparity among a group of primary school children and among a group of secondary modern school boys. In both groups there was a tendency for anxious children to be better at reading than at arithmetic.
  • 3.—
    This tendency might be due to the greater amount of time which anxious children spend on reading as a way of dealing with their anxieties and finding satisfaction in fantasy.

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