"Effect of Anxiety Reduction on Children's School Performance and Social Adjustment": Correction to Wood (2006)

Autor/in	Wood, Jeffrey J.
Titel	"Effect of Anxiety Reduction on Children's School Performance and Social Adjustment": Correction to Wood (2006)
Quelle	In: Developmental Psychology, 43 (2007) 2, S.416 (1 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Intervention; Interpersonal Competence; Cognitive Restructuring; Behavior Modification; Social Adjustment; Developmental Psychology; Anxiety; Children; Student Adjustment; Academic Achievement; Predictor Variables + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Soziale Anpassung; Entwicklungspsychologie; Angst; Child; Kind; Kinder; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; Prädiktor
Abstract	Reports an error in "Effect of anxiety reduction on children's school performance and social adjustment" by Jeffrey Wood (Developmental Psychology, 2006[Mar], Vol 42[2], 345-349). The byline and author note should have included the author's middle initial, J. Thus, the byline and author note should refer to "Jeffrey J. Wood." The correction is reflected in this record. This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child anxiety; parents rated school performance; and children and parents rated social functioning. Measures were completed at preintervention, midintervention, and postintervention. Fixed-effects regression analyses and random-effects regression analyses indicated that decreased anxiety was predictive of improved school performance and social functioning over the course of the intervention. These findings suggest that changes in anxiety influence trajectories of children's scholastic and social functioning. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10