204
BEEMAN
N.
PHILLIPS
different effects in evaluative (academic) and permissive (social) school conditions.
While the results help to illuminate this hypothesis, checking it is a task for the
future.
REFERENCES
ADAMS,
R.
L.,
&
PHILLIPS,
B.
N. Factors associated with under- and over-achievement among
Psychology in
BLANCHARD,
P.
Psychoanalytic contributions
to
the problem of reading disabilities. In Anna Freud
Gom,
E. E.
Levels of school anxiety in relation to child personality variables in school.
Psychology
Gm,
E.
E.,
&
PHILLIPS,
B.
N. The relation between psychometric measures of anxiety and
mas-
HORN,
J.
L.
An empirical comparison of methods for estimating factor scores
Educational and
KLEIN,
E.
Psychoanalytic aspects
of
school problems. In Anna Freud
et
al.
(Eds.),
Psychoanalytic
socio-economically and racial-ethnically different elementary school children.
the
Schools,
1968,6, 170-174.
et
al.
(Eds.),
Psychoanalytic study
of
the child,
1946.
Pp.
163-187.
in the Schools,
1968,
6,
217-222.
culinity-femininity.
Journal
of School Psychology,
1968,
6,
123-129.
Psychologha1
Measuremat,
1965,
26,
313-322.
studu
of
the child,
1949.
PP.
369-390.
LAZARUS,
R.
A laboratory approach to the dynamics of psychological stress.
American Psychologist,
1964,
19,
400411.
LEVITT,
E.
E.
The psychology
of
awiety.
Indianapolis: Bobbs-Memill,
1967.
MILLER, N.
E.
In
S.
Koch
(Ed.),
Psychology: a study
of
a
science.
Vol.
2.
General systematic formula-
tions, learning, and sped processes.
New York: McGraw-Hill,
1959.
Pp.
196-292.
PEARSON,
G.
H.
J.
A survey of learning difficulties in children. In R.
S.
Eissler
et
al.
(Eds.),
Psychoanalytic study of the child,
1952.
Pp.
322-386.
PHILLIPS,
B. N. Anxiety
&s
a function
of
early school experience.
Psychology in the
Schools,
1967,
4,
335-340.
SARASON,
S.
B.,
DAVIDSON,
K.
S.,
LIQHTHALL,
F. F.,
WAITD,
R.
R.,
&
RUEBUSH,
B.
K.
Alzziety in
elementary school children.
New York: Wiley,
1960.
SPIELBERQER,
C.
D.
Anxiety and behavior.
New York: Academic Press,
1966.
THE THEORETICAL RATIONALE UNDERLYING THE DEVELOPMENT
OF
THE SCHOOL ANXIETY QUESTIONNAIRE1*
*#
3
JAMES
A.
DUNN
Harvard University
I
would like to divide my comments into two parts. First,
I
would like
to
indicate the origin and development
of
the theoretical position that has guided
our work in school anxiety to date; and second,
I
would like to provide some basic
information regarding the instrument we have developed and the results it has
produced.
BACKGROUND
My first involvement in anxiety research dates back to
1960
when William
Morse, Richard Bloom and
I
incorporated a modified version
of
Sarason’s scale
‘Presented
at
American Psychological Association Symposium
on
“Anxiety and School
Be-
’Research in this paper was supported, in part, by tfe Interprofessional Research Commission
$he SAQ is,
at
present, being limited
to
research use only; readers interested in using the SAQ
havior,” (Janet Taylor Spence, Chairman) Washington, Se tember
1967.
on Pu il Personnel Services and
MH
Grant
;rY
01428.
are urged
to
contact the author.