Abstract
School anxiety and psychopathological symptoms tend to co-occur across development and persist in adulthood. The present study aimed to determine school anxiety profiles based on Lang’s model of the triple response system (cognitive anxiety, psychophysiological anxiety, and behavioral anxiety) and to identify possible differences between these profiles in psychopathological symptoms (depression, hostility, interpersonal sensitivity, somatization, anxiety, psychoticism, obsessive-compulsive, phobic anxiety, and paranoid ideation). The School Anxiety Inventory (SAI) and the Symptom Assessment-45 Questionnaire (SA-45) were administered to 1525 Spanish students (49% girls) between 15 and 18 years old (M = 16.36, SD = 1.04). Latent Profile Analysis identified four school anxiety profiles: Low School Anxiety, Average School Anxiety, High School Anxiety, and Excessive School Anxiety. A multivariate analysis of variance revealed statistically significant differences among the school anxiety profiles in all the psychopathological symptoms examined. Specifically, adolescents with Excessive School Anxiety showed significantly higher levels of the nine psychopathological symptoms than their peers with Average School Anxiety and Low School Anxiety. In addition, the Excessive School Anxiety profile scored significantly higher in phobic anxiety than the High School Anxiety group. These findings allow to conclude that it is necessary enhance well-being and reduce psychopathology of those adolescents who manifest high and very high reactivity in cognitive, psychophysiological, and behavioral anxiety.
Highlights
The three-dimensional theory of anxiety by Lang [1] determines that there are three response systems of anxiety: cognitive, psychophysiological, and behavioral
To overcome the previous shortcomings, the general aim of this study was to examine the relationship between school anxiety and the psychopathological symptoms assessed by the SA45 in a sample of Spanish adolescent students
The present study aimed to find out the existence of school anxiety profiles based on Lang’s three-dimensional theory of anxiety and to examine the relationships between these possible groups and psychopathological symptoms in a sample of Spanish students aged 15 to 18
Summary
The three-dimensional theory of anxiety by Lang [1] determines that there are three response systems of anxiety: cognitive (e.g., worry or unpleasant thoughts of danger), psychophysiological (e.g., muscle tension), and behavioral (e.g., avoidance). Based on this model, school anxiety is conceptualized as a set of cognitive, psychophysiological, and behavioral responses emitted by students who perceive school situations as dangerous or threatening [2]. 01386, URL: http://www.educacionyfp.gob.es/ portada.html) awarded to AF-S. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript
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