THE RELATIONSHIP OF ANXIETY, CREATIVITY AND INTELLIGENCE TO SUCCESS IN LEARNING FROM PROGRAMED INSTRUCTION / ROBERT P. O'REILLY and RICHARD E. RIPPLE.

SUCH CHARACTERISTICS AS ANXIETY, CREATIVITY, AND INTELLIGENCE WERE RELATED TO SUCCESS IN LEARNING FROM A REPRESENTATIVE PROGRAM OF THE LINEAR, CONSTRUCTED RESPONSE TYPE. A SAMPLE OF SIXTH GRADERS WAS ADMINISTERED TESTS PRIOR TO AND UPON COMPLETION OF A PROGRAMED UNIT ENTITLED "LATITUDE AND LONGITUDE." AN ANALYSIS OF THE EFFECTS OF LEARNING FROM PROGRAMED INSTRUCTIONAL MATERIALS ON THE VERBAL CREATIVITY SCORES OF THE SIXTH GRADERS WAS PURSUED SIMULTANEOUSLY WITH THE EVALUATION OF THE OTHER OBJECTIVES. AFTER AN INITIAL PHASE, IN WHICH THE RELIABILITY OF AN ANXIETY SCALE WAS VALIDATED, AN EXPERIMENTAL GROUP WAS PRESENTED WITH THE 2-WEEK PROGRAMED COURSE, AND A CONTROL GROUP WAS GIVEN TRADITIONAL INSTRUCTION OF THE SAME MATERIAL. FIVE ONE-WAY ANALYSES OF VARIANCE WERE COMPUTED COMPARING THE MEAN RESIDUAL GAINS MADE BY THE CLASSES IN THE PROGRAMED AND CONTROLLED CONDITIONS. NONE OF THE FIVE ANALYSES REVEALED A SIGNIFICANT DIFFERENCE BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS. (GD)

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