Spelling Skills and Emotional Factors in Primary School: Exploring the Role of Spelling Anxiety, General Anxiety and Sex

Abstract

This study examined how spelling skills, spelling anxiety, and generalized anxiety relate, specifically looking at sex. One hundred and two children aged between 7 and 13 years old (mean age = 10.32, SD = 1.23; 51% boys, 49% girls) in grades 3 to 6 in Dutch primary education filled out a variant of the Reading and Spelling Experience Scale, and parts of the CSLK (Coping Strategies Checklist for Children), the CBSK (Competence Experience Scale for Children), the SVL (School Questionnaire) and the VAK (Questionnaire for Anxiety in Children). Firstly, the results of the correlation analysis showed a significant correlation between spelling anxiety and generalized anxiety, but there is no significant correlation between spelling skills and anxiety, nor between spelling skills and generalized anxiety. Secondly, the results of the ordinal regression analysis showed there is no relationship between spelling skills, spelling anxiety, and generalized anxiety. Furthermore, sex is not a moderator, and there is no difference between boys and girls. The findings highlight the importance of addressing spelling anxiety, in addition to more common issues like math and reading anxiety. By focusing on poor spelling skills, future research can provide guidance to support children and adolescents who experience spelling anxiety with appropriate interventions. No distinction should be made between boys and girls. This can be especially important in schools where young people suffer from anxiety and perfectionistic character traits.