School Anxiety Research Articles

Stress, Anxiety, and School Burnout Post COVID‐19: A Study of French Adolescents

ABSTRACTThis study examined the symptoms of exhaustion, school stress and anxious school refusal from a comparative developmental perspective in French adolescents enrolled in public and private general, technological and vocational schools. It is particularly important to consider academic stress levels, anxiety and school burnout in middle and high school students as they are linked to many mental health problems, such as depression or suicidal thoughts. In this study, four hundred and ninety‐three adolescents completed an online questionnaire consisting of the School Burnout Inventory, the Echelle Toulousaine de Stress Scolaire perçu and the School refusal evaluation was developed. The results show a very high percentage of suffering among teenagers. The young people most affected are high school students and more particularly students in 10th and 12th grade, with nearly three‐quarters of them suffering from school burnout and/or high school stress, without any distinction between the sexes or the type of schooling.

Characteristics of school well-being and anxiety in adolescents with disabilities

Introduction. The study of the problem of school well-being and anxiety of adolescents with and without disabilities is of fundamental importance for the psychological support of the process of academic adaptation.Aim. The present research aimed to conduct a comparative analysis of the characteristics of school well-being and school anxiety as the main indicators of academic adaptation of young adolescent schoolchildren with disabilities.Methodology and research methods. The authors used a questionnaire aimed at identifying the main demographic indicators; the Phillips test aimed at assessing the main indicators of school anxiety: general anxiety, social stress, frustration of success, fear of self-expression, fear of testing knowledge, fear of not meeting expectations, low resistance to stress, problems in relationships with teachers; original scales for assessing indicators of school well-being, including the areas of relationships with classmates and teachers, self-assessment of educational activities, educational motivation, self-regulation of emotional states. The use of the subject approach in the study allowed the authors to identify the subject (emotional-regulatory) factors of school well-being and to determine the ways of psychological support for the academic adaptation of adolescents with disabilities. The study involved 120 primary young adolescent schoolchildren (46.7% girls, 53.3% boys) enrolled in general education schools and in schools that offer adaptive learning programmes.Results. The authors found out that well-being indicators, which characterise interpersonal relationships, satisfaction with learning, and motivation for achievements, unpleasant physical sensations, are higher in adolescents with disabilities. The ability to be insistive and to have a differentiated attitude to lessons is an external negative motivation for learning in relatively healthy adolescents. Higher indicators of school anxiety of relatively healthy students reflect increased psychological tension in the conditions of general education schools and there is the need for special organisational and content changes in schools to create a real inclusive environment. The confirmatory model of school well-being indicators reflects three important aspects of it: “Self-organisation based on reflection”, “Ability to emotional self-regulation” and “Positive school motivation”.Practical significance of the current research lies in the possibility of using its results to optimise the process of academic adaptation of adolescents and to specify the principles of inclusive education in accordance with the specifics of adolescents’ school well-being and school anxiety.

Group Counseling’s Effectiveness Using Assertive Training to Reduce Bullying Victims' Anxiety in High School

The impact caused by bullying behavior is reducing student concentration, decreased learning achievement, difficulty socializing, children become timid, often anxious to mental disorders. One way that can be done to reduce bullying anxiety among students is to provide group counseling services using assertive training techniques. The purpose of this study was to reveal differences in bullying anxiety of experimental group students before and after participating in group counseling using assertive training techniques, bullying anxiety of control group students before and after participating in group counseling without special treatment, and to reveal differences in bullying anxiety of experimental group students who participated in group counseling using assertive training techniques with control groups without special treatment. This research is Quasi Experiment. The sample of this study was 12 students for the experimental group and 12 students for the control group. The sample technique used was purposive sampling. The statistical analysis of the data used in this study was nonparametric statistics. There was a significant difference in bullying anxiety in the experimental group before and after participating in group counseling services using assertive training techniques, there was a significant difference in bullying anxiety in the control group before and after being given group counseling services without special treatment, there were differences in bullying anxiety in the ex-group bullying anxiety. Group counseling services are provided using assertive training techniques with control groups provided group counseling services without special treatment. Thus, group counseling services using assertive training techniques are effective in reducing student bulllying anxiety.

The mediating role of school anxiety and emotional control in the relationship between basic psychological needs and the tendency to use drug among

The mediating role of school anxiety and emotional control in the relationship between basic psychological needs and the tendency to use drug among

School Refusal in Youth: A Systematic Review of Ecological Factors.

To guide school practitioners in the identification and intervention of youth with anxious school refusal, this systematic review used an ecological lens to examine the factors that differentiated children and adolescents with school refusal from those without. Based on the rigorous protocol from the Center for Reviews and Dissemination's (CRD) internationally recognized guidelines, 15 studies examining 67 different factors were identified. Results reveal 44 individual, social and contextual factors that differentiate youth with school refusal from peers without school refusal. Findings highlight the centrality of anxiety, or anxiety-related symptoms, and diverse learning needs as main points of contrast between youth with school refusal and those without. Implications of an ecological understanding of the factors associated with school refusal for selective and indicative prevention by school and mental health practitioners are discussed.

Wpływ COVID-19 i traumy na zachowanie uczniów oraz rozważania dotyczące strategii wspierania uczniów przez pedagoga

COVID-19 has been difficult on children, and there has been an increase in anxiety, depression, and behavioral problems in schools. This article summarizes the recent literature on the effects of the pandemic on the mental and behavioral health of children and provides an overview of the root causes of the behaviors that may be exhibited by students. The impact of trauma and health on learning are well documented and supported by brain science. Schools are in a position to buffer and support students so that the negative effects of trauma can be mitigated. Recommendations on strategies that schools can take to support students are also included.

The State of Anxiety as a Significant Factor in the Formation of the Style of Educational Activity of Younger Schoolchildren

The scientific relevance and social significance of the problem of anxiety in schoolchildren are determined by the maladaptation nature of its manifestations, the disintegration of educational activity under its anxiety, as well as the existence of the phenomenon of its “secondary benefit” for adult participants in the educational process. The aim of the study is to study anxiety in younger schoolchildren with different styles of educational activity according to the criterion of autonomy-dependence. The study has been conducted using the methods of expert survey and psychodiagnostic testing, in which appropriate reliable and valid psychodiagnostic techniques were used. The results of the study have been subjected to qualitative, substantive and quantitative analysis. The results’ analysis of an empirical study suggests the presence of certain features of manifestations of school anxiety, concerning the level of its severity and qualitative originality in younger schoolchildren with autonomous and dependent styles of educational activity. The results of the study indicate that in the presence of a high state of anxiety and a wide range of experiences in younger schoolchildren, there is a high probability of forming a dependent style of educational activity. This requires the need to develop and implement a competent psychological and pedagogical impact aimed at preventing and optimizing the anxiety of younger schoolchildren at the early stages of its development. Teachers need to take into account that their own personal and professional destructions can have a significant impact on the mental and psychological health of students. Thus, in the context of mastering educational activities, schoolchildren’s anxiety is an important factor in its adequate formation, effective regulation and productivity. Keywords: anxiety of schoolchildren, educational activity, autonomous style of educational activity, dependent style of educational activity, qualitative originality of school anxiety

Взаимосвязь школьной тревожности и успеваемости учащихся начальной школы

The research aims to identify the relationship between the manifestation of school anxiety and the successful mastering of the educational programme by primary school students. The paper considers school anxiety as one of the factors of psychological imbalance largely associated with unreadiness for school due to the complexity of adaptation processes. The features of the manifestation and causes of school anxiety are highlighted. It is assumed that school anxiety is interrelated with academic performance. Scientific novelty of the research lies in carrying out a comprehensive analysis of the relationship between school anxiety and academic performance among primary school students using several psychodiagnostic techniques and methods of statistical data processing, which made it possible to identify a direct positive correlation of the parameters under study. It has been found that the majority of the schoolchildren who described themselves as successful have increased anxiety. This situation allows the researchers to talk about the phenomenon of schoolchildren’s false well-being. The research findings amount to psychological and pedagogical recommendations for timely diagnostic testing and reduction of school anxiety among primary school students.

The Link between Mathematics Teaching Strategies and Students' Anxiety

This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.

Effect of Yoga and Mindfulness Intervention on Symptoms of Anxiety and Depression in Young Adolescents Attending Middle School: A Pragmatic Community-Based Cluster Randomized Controlled Trial in a Racially Diverse Urban Setting.

Mental health conditions in childhood and adolescence are increasing in the U.S. population and require early intervention, as highlighted by a recent Surgeon General’s Advisory on Protecting Youth Mental Health. These health issues, which have been exacerbated by the COVID-19 pandemic, impair functioning, and may lead to longer term reductions in quality of life. Young adolescents are likely to experience stressors including academic pressure, feelings of loneliness and isolation, and excessive exposure to social media, all of which have been made worse by the pandemic and associated disruptions. Universal preventive programs at school serve as an important strategy for equipping youth with coping skills to address current and future social and emotional challenges. Yoga and mindfulness programs have emerged as a promising preventive approach for schools and have proven feasible and acceptable. The current study evaluated a universal, school-based mindfulness and yoga program among youth aged 11–14 in a racially diverse, urban setting in the United States. Outcomes of interest included symptoms of anxiety and depression. Anxiety and depression symptoms decreased in the intervention group, although these differences were not statistically significant. In the control group, anxiety symptoms decreased but depression symptoms increased. The resulting time effect indicated a significant decrease in anxiety symptoms, while the time by group effect revealed a strong trend in depression symptoms. Future research should investigate the utility of yoga and mindfulness interventions for early adolescents in a larger population, and the differences in intervention effect among subgroups, with attention to longer term outcomes.

Effect of Tension on Learner School Performance at Primary School Level at Bhakkar, Pakistan

Effect of tension on students' school performance at the primary school level is a title of study work. Exploring the tension effect on learner performance at school is one of the study's key goals. A major factor in students' school success is tension. This study was intended to highlight the detrimental effects on students' academic performance. The study's objectives were to identify the types of tension associated with student performance, assess how tension affected learners' school performances, and distinguish between how tension affected learners of each gender differently. The researcher can offer a workable solution for the effect of tension on students' school performance to meet the study mentioned earlier objectives. Every primary school in the district of Bhakkar has provided information about this topic. For this study, ten primary schools were chosen randomly (n=10). The researcher subsequently split the ten primary schools (n = 10) into two groups (n = 5) of males and (n = 5) of females. The learner's academic and performance level is better in the case of low stress and anxiety. The main results of this study demonstrate that the teacher can play a crucial part in easing students' school anxiety, and also, this home is a prominent place where this can decrease.

FEATURES OF THE USE OF INNOVATIVE TECHNOLOGIES IN THE TEACHING OF BIOLOGY IN 7 CLASSES OF GENERAL SECONDARY EDUCATION

The state of the problem regarding the introduction of innovative technologies in the educational process in the research of domestic and foreign scientists is analyzed.
 The positive impact of the introduction of these technologies using various methods and methods of training in biology lessons in 7 classes on cognitive activity and work of schoolchildren is shown. An increase in the level of cognitive activity and school performance was established, as well as, as a result, a decrease in the level of all factors of school anxiety of students.
 Research materials can be used in pedagogical activities in the teaching of biology in the 7th grade of the secondary school by teachers, as well as psychologists, students of pedagogical institutions of higher education.

초등학교 고학년의 내면화된 수치심과 발표불안의 관계

Objectives This study attempted to investigate the mediating effects of self-encouragement through the relationship between internalized shame and speech anxiety in senior elementary school using a structural equation model based on the previous research findings related to speech anxiety and provide implications for reducing speech anxiety. Methods For this purpose, a questionnaire was conducted on 294 students in grades 5 and 6 of elementary schools located in P city. The subjects performed the Speech Anxiety Scale(Lim, 1994) and, Internalized Shame Scale(ISS)(Cook, 1987), Self-encouragement Scale(Kim & Oh, 2010). The relationship between the variables was analyzed through the path analysis model. Results The results of the analysis are as follows. First, it is shown that there is a significant correlation between the variables used in this study. A significant static correlation between internalized shame and speech anxiety was shown, and a significant inadequate correlation between internalized shame and self-encouragement was shown. Self-encouragement was also significantly related to speech anxiety. Second, there was a partial mediating effect of self-encouragement on the effect of internalized shame on speech anxiety. In other words, it was found that the higher the internalized shame, the lower the level of self-encouragement, but the higher the level of self-encouragement, the lower the level of speech anxiety. Conclusions Although internalized shame on speech anxiety is still significant, the results of this study provide implications for ways to alleviate speech anxiety through the promotion of self-encouragement skills.

Factors of increasing mental efficiency and reducing social anxiety in primary schoolchildren

Introduction. The article presents a theoretical review and an experimental study of children’s cognitive and emotional development in the current information and communication situation. Moreover, the study focuses on the possibilities of using a neuro-educational approach for improving mental efficiency and reducing social anxiety in primary schoolchildren. The purpose of the article is to identify and substantiate the effectiveness of a set of neuro-educational techniques as factors for improving mental performance and reducing social anxiety in primary schoolchildren. Materials and Methods. The study adopts a neuro-educational approach and its basic principles. The data were collected via the following methods: (1) E.F. Zambatsevichene’s test for studying verbal and logical thinking, (2) L.A. Yasyukova’s inventory for evaluating the development of short-term verbal and visual memory, (3) the Toulouse-Pieron test for the assessment of selective/sustained attention, (4) Phillips' School Anxiety Test. 63 primary school students took part in the study. To detect the randomness of the results and track the dynamics, the experimental data were subjected to mathematical processing (Wilcoxon's T-test, which ensures the validity and reliability of the research findings). Results. The authors propose and theoretically substantiate the neuro-educational approach as a strategy for cognitive and emotional development. Relying on psycho-educational experimentation based on the psychophysiological developmental characteristics of primary schoolchildren, the authors implemented neuro-educational techniques for increasing mental performance and reducing social anxiety in primary schoolchildren. The research findings show that the use of respiratory gymnastics, psychogymnastics, games for the development of hemispheric interaction, for the development of phonemic perception, for the development of afferent and efferent praxis, neuroarticulatory gymnastics, bioenergy calisthenics, and kinesiological exercises, have a significant impact on the indicators of students’ cognitive and emotional development. The study confirms the assumption that achieving a high level of development of cognitive functions and social emotions is possible if the set of neuro-educational techniques and technologies is utilized in primary education. Conclusions. The article concludes about the effectiveness of the set of neuro-educational techniques as a factor for increasing mental performance and reducing social anxiety in primary schoolchildren. The authors emphasize that the application of the set of psycho-educational techniques increases children’s emotional well-being, which improves quality of children’s cognitive and emotional development and helps to avoid the risks of school maladaptation.

Kahoot! and Anxiety in High School: An Interview Study

Learning English in high school somehow still not becoming the favorite subject. Some students still feel anxiety while learning the language. Therefore English teachers must be able to make English class more fun and interesting. One way to do so is Kahoot!, which can be used as a means to teach several topics in English. The main objective of this study is to better understand the use of Kahoot! and its effect on reducing anxiety among students. This research is an interview study to investigate the needs of seven students as one of the inputs for teachers to design their classes to become more fun and interesting. The study's result shows the students' enthusiasm while learning English using Kahoot! and how it can reduce the anxiety of learning the language. Future studies can be conducted to show the teachers' steps in designing their lessons to be effective and fun simultaneously.

Effects of COVID-19 on Adolescent Mental Health and Internet Use by Ethnicity and Gender: A Mixed-Method Study.

Evidence suggests that mental health problems in young people have been exacerbated by COVID-19, possibly related to a lack of social connection. Young people report using the internet for connecting with their peers and mental health support. However, how they may have used the internet for support during COVID-19 is not clear. We wanted to know how mood and internet use may have changed in young people during COVID-19 and if this was different for those with and without depression symptoms. 108 adolescents were recruited. Participants with high and low levels of depressive symptomatology answered questions about their mood, internet use, loneliness and life satisfaction during July and August 2020. We found that the high depression group reported significantly more loneliness and less life satisfaction than the low depression group. We found that most young people used the internet for mental health information during COVID-19 but that the high depression group used the internet more for mental health information than the low depression group. The high depression group also had a worsening of mood compared to the low depression group during COVID-19. We found that Black, Asian and Minority Ethnic participants reported increased use of the internet compared to White participants during COVID-19 and that the role of the family facilitated coping during COVID-19 for some adolescents, but for others, it made the lockdown more difficult. Finally, we found that adolescents perceived school anxiety as stressful as COVID-19. To conclude this study supports the use of the internet as a way to help young people with mental health challenges. It also suggests that the internet is a way to help young people from ethnic minorities, who otherwise might be hard to reach, during challenging times. This study also shows that supportive family units can be important during times of stress for young people and that school anxiety is a major issue for young people in today’s society even outside of the pandemic.

Technologies and Mental Health in University Students: An Unhealthy Combination.

Introduction The exposure of medical students to a full-time schedule that includes classes, extracurricular activities, patients' lives responsibility, and great competition between classmates can interfere in emotional issues and in the sleep time. Objective The aim of the present study was to evaluate the sleep quality, and the incidence of anxiety and depression in medical school undergraduates as well as the relationship of these parameters with the intense use of technologies. Methods Fifty-five medical school undergraduates in their second year participated in the present study, answering questionnaires to evaluate sleep quality (Pittsburgh sleep quality index - PSQI), night-time use of technology (sleep time-related information and communication technology - STRICT), and signs of anxiety or depression (hospital anxiety and depression scale - HADS). Results The results showed 31 students (56.4%) with poor sleep quality (PSQI > 5). Based on the STRICT questionnaire, 36 (65.4%) of the participants referred to making use of technology at night-time; and 34 (61.8%) students had compatible anxiety score, while 14 (25.4%) had a compatible score for depression on the HADS questionnaire. There has been a correlation between poor sleep quality, the abuse of technologies before sleep time, and the presence of anxiety or depression. Conclusion The abuse of technology before sleep time reduced the sleep quality in the studied population, besides increasing the symptoms of anxiety and depression.

Risk Factors for School Based Anxiety: An Empirical Study

Risk Factors for School Based Anxiety: An Empirical Study Abstract. This article deals with the phenomenon of school absenteeism, with a special focus on school refusal behavior and the self-efficacy of students. Risk factors may lead to avoidance and end up in disintegrative processes. For this reason, this quantitative study investigates potential influences on school absenteeism, addressing the hypothesis that anxiety in school and lower self-efficacy may lead to school-attendance problems. To this end, we interviewed students at schools in Lower Saxony.

Coping Strategies Used by the Primary School Teachers to deal with Stress, Depression and Anxiety: A Self-Management Perspective

The present study was conducted to draw out the causes of stress, anxiety and depression among the teachers as these issues are now very common in government school teachers. The main motivation behind the study was to evaluate the current practice and Strategies used by a teacher to cope with these issues, to cure the impact of school management on mental health and to know coping strategies. A questionnaire was developed to investigate the general perception of teachers About the causes of stress,anxiety and depression in school and coping strategies to overcome these issues in Punjab. The questionnaire was based on sources of stress, anxiety and depression and coping strategies subdivided into sections i.e.emotional coping strategies and problem-solving coping strategies keeping in view of all domains of anxiety,depression and stress. The study was focused on exploring what are school sources cause stress, how school management cause stress and what are coping strategies a teacher can use to increase mental peacefulness.The present research study was conducted in 9 division Punjab schools involving 100 teachers from the education department as participants. This research study was quantitative in nature. Questionnaires were developed and approved by experts in the field of special education. The participant’ responses were analyzed to infer conclusions. The results of the study support our claims school management is the main reason for creating anxiety, stress and depression while improving mental health and bringing emotional stability emotional and problem-solving strategies are beneficial for them. The research suggests that building good mental health of the teachers must be aware of these strategies so, they can achieve good social and academics outs in a better way.

Students’ Mathematics Anxiety at Distance and In-Person Learning Conditions during COVID-19 Pandemic: Are There Any Differences? An Exploratory Study

The COVID-19 pandemic has caused unprecedented changes in the educational system, requiring students to continually switch between distance and in-person learning conditions. Recent studies have revealed that students experienced severe levels of anxiety in the COVID-19 period. Considering the close relationship that has always linked anxiety to mathematics, the present study explores the differences in the anxiety levels of students towards mathematics during distance or in-person school learning. During the second wave of COVID-19, 405 students, recruited from twelve middle schools of Catania province (Italy), completed an online version of the MeMa questionnaire, answering each item twice and imagining themselves to be, respectively, in distance and in-person learning conditions. The items explored generalized school anxiety, learning and evaluation mathematics anxiety, mental states, and the metacognitive awareness associated with mathematical tasks. The results showed a minor state of anxiety experienced during distance learning. However, the students who preferred to learn mathematics in person revealed less mathematics anxiety and better mental states and metacognitive awareness; the same results were found in those who reported higher math marks and who preferred scientific subjects. It seems that math anxiety is not one of the various flaws that are imputed to distance learning. Our findings encourage a reflection on possible interventions to reduce students’ anxiety by working on motivation and dysfunctional beliefs.