Persistent Link:
http://hdl.handle.net/10150/289949
Title:
Fears and related anxieties in children having a disability
Author:
LI, Huijun
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study assessed the number of fears, intensity of fears, type of fears and anxieties, and most common fears in children having a disability. In addition, the correlation level between different raters in the assessment of student fears and related anxieties were examined. Data were collected from public schools and evaluated using Multivariate Analysis of Variance, Analysis of Variance, slice effect test, frequency analysis, and Pearson Product Moment Correlation. Findings from the present study indicated that students with learning disabilities (LD) reported significantly higher total fear score and higher levels of fear in the two factors of the Fear Survey Schedule for Children-Revised (FSSC-R): fear of failure and criticism and fear of danger and death. In addition, the LD group reported significantly higher overall anxiety level and higher levels of anxiety in all the three subscale scores of Revised Children's Manifest Anxiety Scale (RCMAS). Results showed that girls reported significantly higher scores than did boys in total fear score, intensity of fears, and two factors of FSSC-R--fear of unknown and fear of injury and small animals. Furthermore, girls in the LD group reported higher total fear score, intensity of fears, and higher levels of fear in all the five factors of FSSC-R than their male counterparts in the same group. On the other hand, girls in the mild mental retardation (MIMR) group reported lower scores in these measures than did their boy counterparts in the same group. Regarding age differences, older students reported significantly higher scores in the fear of failure and criticism. In addition, older students in the MIMR group reported higher levels of total fear score, intensity of fears, fear of the unknown, fear of danger and death, and fear of failure and criticism than their younger counterparts. The 10 most common fears yielded from the Fear Survey Schedule for Children-Revised were mostly in the fear of danger and death factor. The results showed that there were low but significant correlations between child self report and teacher report of the child on most dependent measures examined in the present study.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Educational Psychology.; Education, Special.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education, Rehabilitation and School Psychology
Degree Grantor:
University of Arizona
Advisor:
Morris, Richard J.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleFears and related anxieties in children having a disabilityen_US
dc.creatorLI, Huijunen_US
dc.contributor.authorLI, Huijunen_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study assessed the number of fears, intensity of fears, type of fears and anxieties, and most common fears in children having a disability. In addition, the correlation level between different raters in the assessment of student fears and related anxieties were examined. Data were collected from public schools and evaluated using Multivariate Analysis of Variance, Analysis of Variance, slice effect test, frequency analysis, and Pearson Product Moment Correlation. Findings from the present study indicated that students with learning disabilities (LD) reported significantly higher total fear score and higher levels of fear in the two factors of the Fear Survey Schedule for Children-Revised (FSSC-R): fear of failure and criticism and fear of danger and death. In addition, the LD group reported significantly higher overall anxiety level and higher levels of anxiety in all the three subscale scores of Revised Children's Manifest Anxiety Scale (RCMAS). Results showed that girls reported significantly higher scores than did boys in total fear score, intensity of fears, and two factors of FSSC-R--fear of unknown and fear of injury and small animals. Furthermore, girls in the LD group reported higher total fear score, intensity of fears, and higher levels of fear in all the five factors of FSSC-R than their male counterparts in the same group. On the other hand, girls in the mild mental retardation (MIMR) group reported lower scores in these measures than did their boy counterparts in the same group. Regarding age differences, older students reported significantly higher scores in the fear of failure and criticism. In addition, older students in the MIMR group reported higher levels of total fear score, intensity of fears, fear of the unknown, fear of danger and death, and fear of failure and criticism than their younger counterparts. The 10 most common fears yielded from the Fear Survey Schedule for Children-Revised were mostly in the fear of danger and death factor. The results showed that there were low but significant correlations between child self report and teacher report of the child on most dependent measures examined in the present study.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectEducation, Special.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education, Rehabilitation and School Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMorris, Richard J.en_US
dc.identifier.proquest3107014en_US
dc.identifier.bibrecord.b44663286en_US
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