Conflict Theory and Sex Differences on the CMAS
Bibliographic Data
| ID | 8224156 |
|---|---|
| Authors | Beeman N Phillips (The University of Texas, corresponding author) |
| Year | 1966 |
| Volume | 3 |
| Issue | 1 |
| Pages | 19 |
| Publication date | 1966-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1162023 |
| OpenAlex | W4238803398, W2052424303 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
Widely used questionnaire measures of anxiety, including the Children's Manifest Anxiety Scale (McCandless and Castaneda, 1956) and the Test Anxiety Scale for Children (Sarason, and others, 1960), generally have used items which are answered yes or no, and which are so worded that agreement (i.e., a yes response) indicates anxiety. In the use of such questionnaires boys have consistently obtained lower scores than girls, and one way this result has been interpreted is to assume that boys are more defensive than girls (e.g., Sarason, and others, 1960). In this view it is argued that anxiety is ego-alien to boys because the behaviors and traits which characterize masculinity are more incompatible with manifestations of anxiety. The result is that boys are less willing to admit anxiety and have a greater tendency to give no responses where yes responses would ordinarily be given. In support of this contention indirect and circumstantial evidence has been obtained by the construction of a defensiveness scale (e.g., Hill, 1963). In the present study school situations in which anxiety questionnaires are given were viewed in terms of conflict theory (Lewin, 1954), and evidence of defensiveness was sought more directly through an analysis of actual responses to items of the CMAS. It was assumed that in responding to items of anxiety questionnaires subjects experience two generally incompatible motives. There is reason to believe that most children have a desire to cooperate with those administering anxiety questionnaires in school, but in view of the content of items of anxiety questionnaires it is likely that reporting on oneself is anxiety-producing. Thus, in terms of conflict theory it appears that this is a situation in which both approach and avoidance motivation is aroused, and conflict exists when the anxiety created by the prospect of admitting something about oneself equals the desire to cooperate and to report on oneself. Further, if it is assumed that approach motivation usually is stronger than avoidance motivation, then conflict will be produced in only a small proportion of the items, and these are likely to be the items which are the best indicators of anxiety
Anxiety · Circumstantial evidence · Criminology · Developmental psychology · Econometrics · Economics · Psychiatry · Scale (ratio · Sociology · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Gender, Labor, and Family Dynamics · Psychology · Social Psychology
| Citations per year | 0.02 |
|---|---|
| Citation span | 1972 - 1972 (1) |
| Highly cited | No |