significant or extreme stress for children

For each construct a mean score resulted between one and five, in which a score near one suggests a low score and a score near five means they scored high on that construct (for example, on the Testing climate construct, a score of one means that the parent felt the climate was not positive at all and a score of five means they felt the climate was extremely positive).
The Stanford Achievement Test version 9 (SAT-9) was part of the standardized testing program required by the Arkansas Department of Education when this study was completed. The SAT-9 battery used consisted of three content areas, mathematics, reading, and language.
Now for some results related to this topic of stress and anxiety. The students whose parents reported no pressure to improve student performance represented the highest scoring group on all three exams. For example, on the mathematics exam, children whose parents reported no pressure had an average score of 660, while students whose parents reported “some or moderate” pressure had an average score of 655 and the students of those parents who reported “significant or extreme” pressure had a much lower average scaled score of 624. This same pattern was evident for the reading and language portions of the SAT-9 exam as well. Students who scored the lowest on the mathematics, reading, and language exams also had parents who reported that the tests were relatively stressful for their students. Whereas the students whose parents reported no stress for their children earned an average mathematics scaled score of 663, their counterparts, whose parents reported “significant or extreme” stress for their children, had an average score of only 635.
Questions: Comment on the results presented above. Do you think these results would be true for students from less affluent backgrounds and lower performing schools? Why or why not?

Calculate your paper price
Pages (550 words)
Approximate price: -