Academic Anxiety Research Articles

Research on Academic Burden from International Perspective

Academic burnout of basic education is widespread in varying degrees in the global scope, and such situation is particularly serious in Chinese primary and secondary schools. International research has rarely mentioned the concept of academic burden, which is mainly described in other similar concepts, such as academic burnout, academic stress, academic depression and academic anxiety. In addition, studies in other countries have paid more attention to the negative influence of academic load on students’ body and mind. Based on international perspective, the paper clarifies the somatic and psychological symptoms, behavior and attitude symptoms and symptoms of academic burnout caused by heavy academic burden, analyzes the influence factors of academic burden, and compares the function and applied scope of inventories and scales for academic burden. Findings enlighten us to focus on the teaching situations and students’ nature, increase empirical research and quantitative research of academic burden, put forward evidence-based, operational and pragmatic strategy of alleviating academic burden.

The academic anxiety of students in pandemic era

Purpose - The purpose of this study was to describe the problems of academic anxiety that occur in college students as a result of the COVID pandemic that occurs and alternative solutions to overcome them in the perspective of counseling guidance.Method - The research method used was descriptive quantitative, where the author conducts a survey to students who experience academic anxiety during the pandemic. The sample of the study consisted of 28 students from 9 universitiesResult - The results of the research conducted are that the psychological anxiety disorders due to online lectures related to the influence of online lectures on student sleep patterns as much as 32.1%, 17.9% have difficulty sleeping, and 11.1% wake up sluggish. In addition, there are anxiety disorders due to online lectures that have a physical impact on the condition marked by 42.9% feeling lethargic and unmotivated, 14.3% achy, 28.6% eye strain, 14.8%, so it has an impact on mastery of the material with the result that 82.1% can absurb master the material, and the rest did not master the material.Implications – This study can be used to improve the problems of academic anxiety that occur in college students as a result of the COVID pandemic.Originality - This research is the study analysis student academic-anxiety in dealing with online lectures by using the analysis of counseling guidance.***Tujuan - Tujuan penelitian ini untuk mendeskripsikan permasalahan academic anxiety yang terjadi pada mahasiswa akibat pandemi COVID yang terjadi dan alternatif solusi untuk mengatasinya dalam perspektif bimbingan konseling.Metode - Metode penelitian yang digunakan adalah deskriptif kuantitatif, dimana penulis melakukan survey kepada mahasiswa yang mengalami academic anxiety selama masa pandemi. Sampel penelitian terdiri dari 28 mahasiswa dari 9 universitas.Hasil - Hasil penelitian menunjukkan bahwa gangguan kecemasan psikologis akibat kuliah online terkait pengaruh kuliah online terhadap pola tidur mahasiswa sebanyak 32,1%, sulit tidur 17,9%, dan bangun lamban 11,1%. Selain itu terdapat gangguan kecemasan akibat kuliah online yang berdampak pada kondisi fisik yang ditandai dengan 42,9% merasa lesu dan tidak bersemangat, 14,3% pegal, 28,6% mata tegang, 14,8% sehingga berdampak pada penguasaan materi. dengan hasil 82,1% dapat menguasai materi, dan sisanya tidak menguasai materi.Implikasi - Penelitian ini dapat digunakan untuk memperbaiki masalah kecemasan akademik yang terjadi pada mahasiswa akibat pandemi COVID.Originalitas - Penelitian ini merupakan penelitian analisis kecemasan akademik mahasiswa dalam menghadapi perkuliahan online dengan menggunakan analisis bimbingan konseling.

EFFECTIVENESS OF PEACE EDUCATION MODEL FOR ALLEVIATING ACADEMIC ANXIETY OF LEARNERS

The students' life being complicated and at the same time competitive trying hard to remain alive in this competitive world and trying to solve many complicated problems in academics through the competitive mind ultimately takes a roll and the mind becomes unstable and directionless. In the process, the student develops academic anxiety related to academic circumstances, like failure in exams, time constraint; unrealistic expectation. Hence the researcher felt the need to develop peace strategies to lessen the academic anxiety among the engineering and medical learners. The quasi – Experimental pre-test post -test nonequivalent group design was used to evaluate the development of peace education among engineering and medical learners. The Peace modules were designed by the researcher and were implemented on the Experimental group of learners.The Inferential analysis was done by using the independent 't test'.The findings of the study indicated that the peace strategies used were successful.

EFFECTIVENESS OF PEACE EDUCATION MODEL AMONG UNDERGRADUATE LEARNERS

Due to the changing environmental culture at homes, schools, colleges and society at large, the students develop anxiety. In general, academic anxiety is found among the learners of Medical and Engineering studies. The researcher prepared a academic anxiety scale to measure the academic anxiety among medical and engineering learners. The learners with academic anxiety was treated with a peace education model comprising of various activities related to positivity, personality, time management, sports competence, and expectation management. There was significant difference found among the Medical and Engineering Undergraduate learners after the implementation of the peace model. The quasi – Experimental pre-test post -test non- equivalent group design was used to evaluate the development of peace education among engineering and medical learners. The inferential analysis was done by using the independent ‘t test’. The findings of the study indicated that the peace strategies used were successful.

Reading The Naration of Nation in Al Muayyad Islamic Boarding School at Surakarta

This research departs from the existing academic anxiety, namely photographing how the role of Islamic boarding schools, in this case Al-Muayyad as a religious education institution and agent of social change in linking between Islamic understanding and Indonesianness. In addition, this paper tries to read the pattern of shifting the narrative of the nationality of Al-Muayyad from pre-independence to post-independence Indonesia based on Islamic values ​​developed. This study uses descriptive qualitative methods, intended to describe the data obtained from observations. The analysis uses cohesion interpretation with the verstehen method, namely the interpretations sought can explain the sociological symptoms observed in accordance with the meanings given by the observed object. Data collection uses observation, interviews, and documentation. The results of the study show that Al-Muayyad as the sālafīyāh pesantren which places Islam as mābdā ’al-hāyāh thus gives birth to Islamic character which is tāwāsuth (moderate) and inclusive. Aswaja as mānhāj al-fīkr provides a frame in the creation of Islam that respects local traditions, pluralism, multiculturalism, tolerance, democracy and other humanism values ​​in accordance with the concept of māqāshīd al-syarī'ah which includes five basic human rights (al-kullīyāt al-khāms). Al-Muayyad as a sub-culture of society that has its own uniqueness in the next aspects of value, such as the way of life adopted, the outlook on life, the values ​​followed, and its own internal power hierarchy that is fully adhered to. As a religious education institution and agent of social change, Al-Muayyad places moderate Islamic values ​​and locality as a medium to build a society that is peaceful, tolerant, and appreciates the diversity that exists. In affirming national identity, Al-Muayyad is based on a dynamic Islamic understanding as a form of “Islam Nusantara”, Islam that is distinctive in Indonesian-nuanced taste by promoting pluralist, populist, and national-minded values.

Cognitive Behavioral-Active Music Pastoral Therapy for Millennials' Academic Anxiety: How & Why?

This study used quasi-experimental design with repeated measures (pre-test, post-test, and follow-up). Based on the post-test and the follow-up comparison, active music therapy was effective in reducing academic anxiety after two weeks of the treatment. Active music therapy which are integrated in CBT group counseling not only can overcome individual problems, but the therapies can also help individuals analyze their own thoughts and behavior.

Education and Music Culture in the Context of Web 2.0

Total digitalization of culture requires the extensive integration of Web 2.0 ser-vices and capabilities into music education. The penetration of digital technologies is not reduced to the technologies for fixing and distributing musical works or the means of their broadcasting but also dramatically transforms the process of creat-ing musical works. Web 2.0 offers a new distributed creativity culture and pro-vides musicians with specific opportunities to work and distribute creative prod-ucts. The study is devoted to the integration of music education and the services and opportunities that Web 2.0 provides to the mass audience (free specialized and non-specialized services), its impact on the quality of music education, as well as on the most important psychological parameters of students of music uni-versities. The study involved 150 students of R. Glier Kyiv Municipal Academy of Music (Kyiv, Ukraine); there were three groups of 50 participants: two exper-imental groups and a control one. In Experimental Group 1, training was partially integrated with Web 2.0 services; in Experimental Group 2, there was a more complete and structured integration. Based on the results of semester training and the objective test scores, a significant increase in the results of experimental groups was observed (an increase by 1.3 points in Group 1 and 2.84 points in Group 2 on a 5-point scale); Group 2 demonstrated a more significant improve-ment. The subjective assessment of the level of involvement, motivation and anx-iety showed a statistically significant decrease in academic anxiety in the experi-mental groups (2.99 and 2.01 compared to 3.98 in the control group, respective-ly) and a statistically significant increase in motivation and involvement in the group with deep integration of Web 2.0 services (Experimental Group 2). The hypothesis of the study that deep integration of Web 2.0 services and capabilities into music education will increase objective academic results, motivation and stu-dent involvement has been fully confirmed. It has also been revealed that it helps students reduce academic anxiety. The research results can be used as a basis for further research and in the course of the development of music education curricu-la based on online learning, mobile learning and the integration of music learning into a digital environment.

Understanding Nonnative University EFL Teachers’ Professional Anxiety and Their Emotion Regulation Strategies

Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers’ professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and communication, as well as antecedent-focused regulation strategies comprising cognitive reappraisal and distraction, with the former outweighing the latter. Findings revealed the complexity of nonnative university EFL teachers’ professional anxiety and cultural differences in emotion regulation strategies.

A STUDY ON ACADEMIC ANXIETYAMONG SECONDARY SCHOOL STUDENTS IN AIZAWL DISTRICT

The aim of this research is to study Academic Anxiety among secondary school students in Aizawl District. For this purpose, the sample was selected from different secondary school within Aizawl District. The sample consisted of 90 students. Out of 90 students, 47 male students and 43 female students were taken.60 students form Urban and 30 from Rural areas while 45 each from class 9 and 10. Academic Anxiety Scale (AAS-Samrua) developed by Dr. Mohd. Abid Siddiqui and Dr. Atieq UI Rehman was used as a tool for data collection. Mean and t-test were used to analyzed the data. The findings of the study reveal that no significant difference was found in in relation to gender, Class and Locality. There is Above Average level of Academic Anxiety of secondary school students. KEYWORDS - Academic anxiety, gender, class, locality.

Analysis on Convergent Factors related to the Hopelessness of Health College Students

This study investigates the convergence relationship of factors related to hopelessness among some health college students to identify the advantage of data analysis in the field of health care. The questionnaire was conducted using an unregistered self-administered questionnaire for 214 students from a college located in J area from October 1, 2018 to October 31, 2018. The hierarchical multiple regression analysis shows the following results. The hopelessness of respondents turned out to be significantly higher in following groups: a group in which academic burnout is higher, a group in which anxiety is higher, and a group in which psychosocial stress is higher. The results show explanatory power of 43.3%. And this indicates that the efforts to decrease academic burnout, anxiety, and psychosocial stress are required to decrease hopelessness among health college students. These results can be used to guide college life counseling to lower hopelessness among health college students. It is also expected to be used for efficient data analysis of health problems. Further research requires the development of sophisticated data analysis techniques and procedures that can be used more efficiently in health care.

Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy.

Reading difficulties have been associated with problems in psychological functioning, including challenges in both anxiety and self-efficacy. This study was designed to determine whether such psychological functioning problems are specific to the academic sphere or more global. First-year undergraduate students with and without a history of reading difficulties (n = 40 and 46, respectively) completed standardized questionnaires on general and academic anxiety, and social and academic self-efficacy. Students with a history of reading difficulties reported higher academic anxiety, but comparable general anxiety, relative to those with no such history. Students with a history of reading difficulties also reported lower academic self-efficacy, but comparable social self-efficacy, relative to those with no such history. These findings suggest that students with a history of reading difficulties, as compared to those without such history, experience academic-specific mental health symptoms involving heightened anxiety and low self-efficacy as they enter university. These results point to the need for focused and targeted assessments to be able to capture difficulties they experience with anxiety and self-efficacy and interventions to help them cope with these difficulties. More broadly, the findings have implications for how universities assess academic vulnerabilities and provide access to specific course accommodations.

Pengaruh Relaxation Music Therapy (RMT) Pada Kecemasan Akademik

This study aimed to evaluate the effect of relaxation music therapy (RMT) to reduce academic anxiety before carrying out the final academic exam. The type of this research is Pre-Experiment with one group pretest-posttest design. The subjects in this study were 51 final year students preparing for their final academic examinations at Universitas Jambi, using purposive sampling. The instrument used was an anxiety scale. Data analysis used nonparametric statistical techniques using the Wilcoxon Signed-Ranks Test and the Rasch Model. The results show that there is an effect of RMT to reduce academic anxiety of final year students at Universitas Jambi. Furthermore, the ability of students to respond to the pretest was still in anxious condition which resulted in the results of the pretest being still moderate (mean measure = 0.04 logit). In contrast, when RMT has been given treatment, the student's ability to respond to the posttest has become low (mean measure = -0.49 logit). These findings could be used by counselors to reduce academic anxiety of final year students at the University and the implications of guidance and counseling are discussed further.

What makes university students perfectionists? The role of childhood trauma, emotional dysregulation, academic anxiety, and social support.

While most studies concentrate on the negative psychological consequences of perfectionism, we know less about its antecedents. This study examined the relationship between adverse childhood experiences, difficulties in emotion regulation, academic anxiety and social support and maladaptive perfectionism among university students. A large sample of 1,750 students (81% female; M=21.6years, SD=4.8) completed an online self-report survey assessing these constructs. Relative to males, female participants recorded higher scores for difficulties in emotion regulation, perceived social support and debilitating anxiety but not for perfectionism. In line with previous studies, perfectionism was positively related to difficulties in emotion regulation and childhood trauma, with the former being the stronger predictive variable. Debilitating academic anxiety was also a positive but much weaker contributor. In contrast, perceived social support was a significant negative predictor of perfectionism, suggesting that perfectionists can benefit from social connections. Age and gender did not play a role in perfectionism scores. These findings draw attention to the predictive role of emotion regulation and childhood adverse experiences in maladaptive perfectionism and stimulate further research into exploring its association with social support and test anxiety.

Test Anxiety and Metacognitive Performance in the Classroom

Test anxiety is a context-specific academic anxiety which can result in poorer academic and metacognitive performance. We assessed how the quantity and relative weight of assessments contribute to the effects of test anxiety on performance and metacognitive accuracy in a smaller seminar-style class on human memory (study 1) and a larger lecture-style class on cognitive psychology (study 2). Students took six low-stakes quizzes each worth 10% of their final grade in study 1 and two high-stakes exams each worth 40% of their final grade in study 2. All students provided their state anxiety and predicted their scores before and after each assessment. Students in both classes also provided their trait (overall) anxiety after the final assessment. In both studies, students’ higher post-state anxiety appeared to be associated with worse assessment performance; however, pre- and post-state anxiety decreased across the quarter in study 1 but remained constant in study 2. Additionally, we found that metacognitive accuracy moderated the effect of post-state anxiety on performance in study 1. Students with higher trait anxiety in study 1 were underconfident in their scoring predictions, while in study 2 students with higher trait anxiety performed worse on their assessments. Thus, students’ metacognitive accuracy appears to be influenced by trait anxiety when taking low-stakes quizzes, while performance is related to trait anxiety when taking high-stakes exams.

Análisis psicométrico del perfil de bienestar “PERMA-PROFILER” en una muestra estudiantes de Psicología

Objective : To estimate the psychometric properties of the “PERMA-Profiler” well-being scale in a sample of psychology students from a Venezuelan university. Method : 202 students participated with an average age of 19 years (SD = 1.77). The factorial structure, the correlations between the items, the reliability of the dimensions, and the total of the scale and criterion validity were analyzed. Results : The well-being profiler fits the theoretical model proposed (X 2 (80) = 130.101, RMSEA = .056, TLI = .944, CFI = .957). Appropriate correlations between the items and dimensions of the scale are evident. The coefficient of internal consistency of the full scale was α = .817 and the value in the dimensions was from α = .25 to .84. Inverse and significant correlations are reported between the PERMA-Profiler dimensions and academic anxiety. The PERMA-Profiler is a scale that can be used for evaluation and research on well-being in university students.

A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education

Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotions such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiety was measured in a questionnaire based on the State-Trait Anxiety Inventory. Findings showed that dyslexic students showed statistically significantly higher levels of academic, but not social anxiety in comparison to the non-dyslexic sample. Dyslexic students in higher education show academic anxiety levels that are well above what is shown by students without dyslexia. The implications of this for the dyslexia practitioner is that delivery of strategies to deal with anxiety should be seen equally as important, if not more so, than interventions to deal with cognitive difficulties.

The relationship of academic procrastination, perfectionism and anxiety in students of different courses of study

The relationship of academic procrastination, perfectionism and anxiety in students of different courses of study

SELF-REGULATION IN QUR’AN LEARNING

Purpose – The emergence of academic anxiety and poor learning outcomes among Indonesian first-year students at higher education institutions emphasized the need to measure the level of self-regulated learning (SRL). This study was part of a larger SRL research project in the area of ​​learning Qur’an recitation, where we attempted to explore further on how students applied SRL. By using a new perspective of SRL as a social process that emphasized interaction, we investigated how the situated environment influenced learning. Method – Quantitative and qualitative approaches were applied. A set of questionnaires generated from the adaptation process was successfully validated through rigorous psychometric testing. A total of 420 first-year students responded to the questionnaire. Then semi-structured observations and interviews were conducted among eight students. Finally, data obtained from observation checklists and interviews were triangulated. Findings – The SRL level for first-year students in learning Qur’an recitation was insufficient, with a score of 3.37 out of 5.00. The highest score on the Meta-Affective dimension was M = 3.64, and the lowest score on the Sociocultural-Interactive dimension was M = 2.98. These results indicated that although anxiety was not a serious problem, yet it was still an obstacle for some students with low SRL to achieve targeted learning goals. Furthermore, these students did not have the awareness to seek help for their learning difficulties. This situation was further aggravated by the lack of assistance from instructors in creating conducive learning environments for students to interact with each other. Significance – The standard deviations on all SRL dimensions identified in this study were high, showing a large gap between students who had high and low SRL. This condition requires instructors to provide significant assistance. We suggest heterogeneous grouping to enable more intensive interactions between students to increase the sociocultural-interactive dimension. We believe that seamless interaction is the most tangible support for promoting SRL.

The Relation Between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety

Abstract: The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was relevealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students.

Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates

This study aims to determine the levels of teacher and trainer candidates in the university education process, in line with the findings obtained in the dimensions of professional anxiety and self-efficacy and their sub-dimensions as a result of examining the professional anxiety and self-efficacy perceptions of teacher and trainer candidates. In this study in the screening model, the research group consisted of 311 trainer and physical education and sports teacher candidates, 135 women and 176 men, who studied at Harran University School of Physical Education and Sports in the fall semester 2017-2018. In line with the purpose of the study, the tests correlated to the teacher candidates’ academic self-efficacy, the level of professional anxiety, some demographic characteristics of the teacher candidates, professional concerns, and academic self-efficacy were applied. The tools used for these tests are the “Teacher Candidate Anxiety Scale” adapted from Borich (1996) and developed by Saban, Korkmaz, and Akbaş (2004) and the “Academic self-efficacy scale” developed by Jerusalem and Schwarzer (1981). The adaptation, reliability, and validity study of the scale into Turkish was also applied by Yılmaz et al. (2007). Descriptive statistics and multiple regression analyses were performed on the data file formed by transferring the data collected within the scope of the study to the SPSS 22.0 program. Simultaneously, simple linear regression analyzes were conducted in which academic self-efficacy was accepted as the independent variable, and occupational anxiety was considered the dependent variable. In the study, the average score of teacher candidates’ academic self-efficacy was determined as 21.44 high. Together, these variables explain 4% of the change in student-centered anxiety. Academic self-efficacy reveals 9% of the self-centered anxiety dimension, 6% of the task-centered anxiety dimension, and 5% of the student-centered anxiety dimension. It can be said that self-efficacy perceptions are predictors of professional anxiety levels for teacher candidates. It is believed that determining the reason for teacher candidates’ low self-efficacy and anxiety scores in programs that train them in the education process and studies to be conducted on these reasons will positively affect the academic self-efficacy and professional anxiety levels of Physical Education and Sports Teacher candidates.