Rubin (1968) found that boys achieving in arithmetic employ schemata which place “self” nearer to a “Mother” figure than to a “Father” figure. The converse was true for underachieving boys. Weinstein (1968) reported comparable results for boys with both arithmetic and reading achievement. The present study showed similar parental schema relationship for 140 fifth grade girls as well as 134 boys and reading achievement level. Girls in the lowest reading group placed “self” much further from “Mother” than did girls in the top reading group. Other relationships and theoretical models are discussed.
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