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Peer reviewedHancock, Dawson R.; Mayring, Philipp; Glaeser-Zikuda, Michaela; Nichols, William Dee; Jones, Jeanneine – Journal of Research and Development in Education, 2000
Tested the benefits of matching high-anxiety German and American 8th graders with teacher-centered instruction and low-anxiety students with student-centered instruction. Data from student interviews and diaries indicated that anxiety alone was did not necessarily significantly deter achievement, and instructional patterns alone did not account…
Descriptors: Academic Achievement, Anxiety, Foreign Countries, Grade 8
