The relations between type A behavior, clinically relevant behavior, academic achievement, and IQ in children

Journal of Personality Assessment
E E BachmanW R Clarke

Abstract

The relation of Type A behavior to IQ, academic achievement, and several clinically relevant dimensions of behavior in children was assessed in 873 fourth, fifth, and sixth graders by means of the Matthews Youth Test for Health (MYTH), the Cognitive Abilities Test (CAT), the Iowa Tests of Basic Skills (ITED), and the teachers' form of the Missouri Children's Behavior Checklist (MCBC-T). The MYTH and its competitiveness and impatience-aggression subscales were found to be differentially related to academic achievement and to account for a small but significant portion of the variance in achievement not accounted for by IQ. The subscales of the MYTH were found to be highly correlated with several clinically familiar dimensions of children's behavior. The significance of these findings for the construct validity of the MYTH is discussed.

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References

Mar 1, 1986·Journal of Abnormal Child Psychology·J O Sines
Mar 1, 1984·Journal of Abnormal Child Psychology·J E Ledingham, A E Schwartzman
Mar 1, 1982·Psychological Bulletin·K A Matthews

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Citations

Aug 1, 1991·Journal of Behavioral Medicine·D K Forgays, D G Forgays
Jun 1, 1988·Journal of Youth and Adolescence·R S Albert, M A Runco
Apr 17, 2008·Zhurnal evoliutsionnoĭ biokhimii i fiziologii·G Z ZiiazetdinovaM V Ugriumov

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