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Anxiety and Learning Disabilities

Henry L. Janzen

University of Alberta, Canada

Regardless of the various theoretical approaches and definitions of a learning disability, it is evident that anxiety plays a role as a secondary factor involved in the learning process. Previous research (Chapman, 1979) provided evidence to suggest that affective variables play a major role in the learning disabilities syndrome. The present research was designed to investigate the effects of a differential relaxation procedure in reducing anxiety levels in 9-to 12-year-old learning disabled boys and, further, to assess behavioural treatment effects on subsequent academic performance. A postulated circular relationship involving stress, anxiety and inappropriate responses was used to explain the involvement of anxiety in learning disabilities. In addition, the Hull-Spence model of learning was used as a framework to explain the relationship between anxiety and academic performance.

School Psychology International, Vol. 4, No. 3, 141-152 (1983)
DOI: 10.1177/0143034383043003


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				B. L. Fisher, R. Allen, and G. Kose The Relationship Between Anxiety and Problem-Solving Skills in Children With and Without Learning Disabilities J Learn Disabil, July 1, 1996; 29(4): 439 - 446. [Abstract] [PDF]