| Abstract: | Examined the relationship between social support, anxiety and academic achievement among 3 groups differing along demographic variables of age, sex, and marital status. 81 students preparing to qualify as elementary teachers completed 2 anxiety measures and a social support questionnaire that measures a quantitative dimension and perceived satisfaction with 3 types of support (emotional, instrumental, and cognitive). Results indicate a positive correlation between the 2 anxiety measures, nonsignificant negative contribution of anxiety to GPA, and a differential effect of various support types to stress related anxiety among the 3 groups. Stepwise multiple regression analysis of social support variables to anxiety found emotional support negatively related to teaching anxiety, while satisfaction with instrumental support negatively related to trait anxiety. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
