Anxiety Levels Of Students Research Articles

The Correlation Between Math Anxiety Level and Numeracy Skills of Fifth-Grade Students

This study aims to determine the correlation of math anxiety to numeracy skills. The sample in this study was one class, namely class V at 5 Elementary School Selong with a total of 27 people. The research design used is correlational with quantitative research type. The results of the validity and reliability tests stated that there were 17 valid and highly reliable math anxiety questionnaire statement items and there were 20 valid and reliable numeracy test items. To analyze the data, researchers used the Person Product Moment correlation which previously conducted a normality test manually with the help of excel using the Saphiro Wilk formula. Based on data analysis, the calculation of the variable relationship is -0.40. This means that math anxiety with numeracy skills is a negative correlation. Based on the interpretation of the correlation coefficient, the relationship between the two variables is in the moderate category. The amount of contribution of math anxiety variables to numeracy skills is 16% and 84% is determined by other variables. After that, the significance test is carried out with the T-test, then seen from the hypothesis testing criteria, namely obtained tcount = -2.17 while ttable (5%) = 2.06. From the calculation results, it can be seen that the result of tcount = -2.17 < ttable = -2.06. This shows that H0 is rejected and H1 is accepted. So it is concluded that "there is a significant correlation between math anxiety level and students' numeracy skills"

Error-based Activity Applications in Sixth Grade Fraction Teaching

This study aims to determine how the error-based activity (EBA) applications used in teaching fractions to sixth-grade students affect the academic achievement of the students, the perceived error climate in the classroom, student math anxiety levels, the permanence of the knowledge, and student views on the EBA applications. In the quantitative part of this research, a mixed-method study, a quasi-experimental design with a pretest-posttest control group was used to examine the effects of EBA applications on math achievement, math anxiety levels, classroom error climate, and permanence. A purposive sampling method was used to collect the quantitative data for the study. In the qualitative part of this research, a case study, semi-structured interviews were conducted with nine volunteers from the experimental group to determine the student views of EBA practices. Analyzing the data obtained showed that EBA had a positive effect on student success, positively affected the perceived error climate in the classroom, and effectively reduced student math anxiety levels and made the knowledge permanent. Apart from this, the results indicated that EBA applications positively affect students in terms of cognitive and affective aspects, increase the quality of teaching, and can be effective in different subjects and courses.

The Effect of Depression and Hopelessness Level on Death Anxiety in Earthquake Survivor Students One Year After the Earthquake.

It is important to reveal the long-term psychological effects of the earthquake in earthquake-exposed individuals. The aim of this study was to determine the levels of depression, hopelessness and death anxiety in students who experienced the earthquake one year after the earthquake and to examine the effects of depression and hopelessness on death anxiety. This is a descriptive and correlational study. Data were collected from 155 Emergency Relief and Disaster Management students who experienced the Kahramanmaras earthquake in Türkiye in 2023. Data were collected using Personal Information Form, Beck Depression Scale, Beck Hopelessness Scale, Thorson-Powell Death Anxiety Scale. In the study, a moderate positive correlation was found, indicating that as levels of depression and hopelessness increased, so did death anxiety (p < .05). Depression and hopelessness explained 18.1% of the variance in death anxiety. Death anxiety was found to be higher in males and in students whose relatives or close friends died.

Association of depression and anxiety with health-related quality of life in beginning Medical Sciences Student.

The present study sought to examine the association between depression and anxiety with health-related quality of life (HRQoL) among clinical and non-clinical medical students. This study was conducted on newly entrance students (2019 and 2020) in Neyshabur University of Medical Science (NUMS). 471 students participated in this cross-sectional study. The Beck Depression (BDI-II), Anxiety Inventory (BAI), and SF-12 questionnaires were used. To assess the correlation between depression, anxiety, and HRQoL, the Pearson correlation was used. The independent t-test was performed to evaluate the association among different variables with HRQoL. Further, a multiple linear regression model was used to control the confounding effects of the covariates. The mean age of the study population was 21.9 (SD = 6.1), majority of them were female (62.4%). More than 21% and about 32% of students had mild to severe levels of depression and anxiety, respectively. According to correlation analysis (Pearson's r), the correlations between depression, anxiety, and total HRQoL were relatively strong and negative. The multiple linear regression model revealed a statistically significant association between depression and anxiety with different subscales, components, and total HRQoL (p < 0.05). It has been confirmed that the different levels of depression and anxiety in medical students are negatively associated with HRQoL.

Assessing Anxiety and Satisfaction Levels among Dental Students during Online Learning amid the COVID-19 Pandemic: A Cross-Sectional Study

Introduction: The COVID-19 pandemic led to widespread adoption of online learning. In April 2020, the Higher Education Commission (HEC) of Pakistan released policy guidance on online readiness with three levels: basic, effective, and exemplary. However, concerns about the quality and readiness for online curriculum delivery in Pakistan persisted. This study assesses the anxiety and satisfaction levels of undergraduate dental students with online classes during the pandemic. Methods: An analytical cross-sectional study was conducted between June and July 2020. Data were collected via email from undergraduate dental students of a private dental college using convenience sampling, after three months of online teaching. Two tools were used: a student satisfaction questionnaire adapted from Bolliger and Halupa’s study, and a student anxiety questionnaire. Frequencies, percentages, means, and standard deviations were calculated for satisfaction and anxiety scores. Univariate and multiple linear regression analyses were performed to assess factors associated with student satisfaction. Results: Out of 300 eligible participants, 237 responded (79% response rate). Most participants (53.16% female, 59.07% hostellers) had no prior experience with online learning (85.65%). The mean anxiety score was 54.87 (SD=9.6), and the mean satisfaction score was 58.63 (SD=16.66). Male students showed less satisfaction than females, though not statistically significant. Second-year students had significantly higher satisfaction scores than third- and fourth-year students. Conclusion: Most students had no prior experience with online learning, resulting in increased anxiety and poor satisfaction with the modality during the COVID-19 pandemic.

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.

Anxiety levels of 1st and 5th-year dental students in Portugal – Cross-sectional study

Anxiety levels of 1st and 5th-year dental students in Portugal – Cross-sectional study

An Investigation of E-Learning Stress, Anxiety, and Depression on ESL Students' Performance at Speaking Skills in the Gulf Region

This paper will investigate the stress of e-learning on ESL students’ mental health and their performance in speaking skill exams. This prolonged pandemic has put people at risk of developing mental illness and physical disease. The mental distress caused by the covid 19 has adversely affected the education sector significantly higher education students. The objective of this research paper will also review the relationship between prolonged exposure to digital learning stress, mental well-being, and student's performance. A cross-sectional descriptive study will be (survey)designed to assess the level of Anxiety, Stress, and depression in graduate students undergoing online classes in KSA. The population of this research will be ESL students studying for a graduate degree at Qasim University KSA and Kuwait University in GULF after the COVID-19 pandemic. A random stratified sample will be collected. The research tool will consist of a questionnaire based on DASS 21. Data will be collected and analyzed by SPSS (version 27). Results will be drawn, and remedial coping strategies will be recommended to help university students cope with the psychological burden affecting their speaking skill performance.

Disability health in medical education: development, implementation, and evaluation of a pilot curriculum at Stanford School of Medicine.

People with disabilities face significant healthcare disparities due to barriers to accessing care, negative attitudes of providers, and lack of education on disabilities for healthcare professionals. Physicians report discomfort when interacting with patients with disabilities, adding to the disparity, warranting research on medical school education. Two educational interventions were structured: (1) a brief 2-h intervention in the mandatory curriculum and (2) a 9-week elective course which included interactions with individuals with disabilities through workshops and partner programs. We predicted that both of these interventions would result in improvements in attitude and empathy toward individuals with disabilities and reduce student anxiety. During the 2018-2019 academic year, 54 students completed the surveys for the 2-h intervention and 8 students completed the 2-h intervention and elective course. Pre-, post-, and delayed post-intervention surveys (3 months after post survey) measured students' attitudes, using validated surveys on attitudes, empathy and anxiety toward individuals with disabilities. Both educational interventions resulted in improved attitudes toward individuals with disabilities. However, students reported only feeling prepared to care for patients with disabilities after the elective course. The elective course, but not the 2-h course, significantly decreased student anxiety levels, likely due to more individual time working with individuals with disabilities. Delayed analysis after 3 months showed that both interventions had a lasting impact on attitudes and behavior change when caring for individuals with disabilities. Medical education is effective at improving medical students' attitudes and behaviors toward individuals with disabilities. A 2-h session can lead to a modest improvement in attitudes. However, more dedicated time and exposure to persons with disabilities results in a greater improvement in students' attitudes, anxiety and preparedness.

Psychological Study on the Influence of Physical Exercise on College Students’ Anxiety

This study aims to explore the impact of physical exercise on the anxiety level of college students. We collected physical exercise data and anxiety self-assessment results from college students of different grades, genders, and ages from multiple universities in Guangdong Province through a questionnaire survey. The study used standardized scales to evaluate participants’ physical exercise types, frequencies, intensities, and anxiety levels. The data analysis results showed that there is a significant negative correlation between college students’ physical exercise and anxiety level, that is, the more frequent and intense the physical exercise, the lower the anxiety level. In addition, there are differences in the effect of different types of physical exercises on anxiety relief, with aerobic exercises such as running and swimming showing more significant anxiety-relieving effects. The research results provide valuable references for psychological health education and anxiety intervention strategies in universities and suggest promoting physical exercise to effectively alleviate college students’ anxiety.

A cross-sectional examination of the relationship between learning environment and anxiety among dental hygiene students.

This study's purpose was to determine if the learning environment impacts student anxiety in a dental hygiene program by evaluating the two main learning environments: the dental clinic and the traditional classroom. This study also examined educational tasks and their association with anxiety in each learning environment. A web-based survey was conducted using a convenience sample of dental hygiene students enrolled in a two or four yearCODA-accredited dental hygiene program in the United States. The Beck Anxiety Inventory was used to determine each participant's anxiety levels in both learning environments. Data analysis included descriptive statistics, correlation, and an analysis of variance. According to the Beck Anxiety Inventory scoring, dental hygiene students experience a moderate level of anxiety when learning in the dental clinic and a low level of anxiety when learning in the classroom. Nervousness was the most reported anxiety symptom in both the dental clinic and the traditional classroom. Test results from the Spearman correlation show that all dental clinic and classroom educational tasks have a significant correlation (p<0.01) to a student's anxiety level. Anxiety reported by students did not statistically differ by the year in which they were in the dental hygiene program. Findings suggest anxiety does exist at a moderate level in dental hygiene students. The dental clinic learning environment is associated with greater anxiety among dental hygiene students. Results from this study will be beneficial in understanding how to facilitate student success in a dental hygiene program.

Post-COVID cognitive impairment, level of depression and anxiety in university students

Recently, a significant amount of research has focused on the impact of COVID-19 on mental health. One of the increasingly common long-term consequences of COVID-19 is its effect on cognitive function, even in patients with an initially mild course of the acute illness. The article presents the results of a study of cognitive impairment and anxiety and depression levels among students of a higher medical educational institution. The study consisted of a continuous screening survey of students who had and had not experienced COVID-19 using an original questionnaire, as well as psychometric scales: Montreal Cognitive Assessment (MoCA), Patient Health Questionnaire (PHQ-9), and Generalized Anxiety Disorder-7 (GAD-7). Based on the screening results, two groups were formed (those who had COVID-19 and those who did not), and a comparative analysis was carried out. It was found that a third (32.4%) of young people who had COVID-19 developed cognitive impairment. In students who were not ill, cognitive impairment was detected half as often – 16.8%. It was revealed that regardless of the fact of having suffered an infectious disease, a quarter of students experienced increased anxiety and decreased mood. Affective experiences, in turn, negatively affected cognitive functioning and caused young people to be more attentive to their health, including mental health, which was accompanied by a large number of positive responses when using the PHQ-9 and GAD-7 screening questionnaires.

Impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels of college students in China

BackgroundHigher education students exhibit heightened sensitivity to environmental changes as they navigate the critical transition from adolescence to adulthood. The coronavirus disease 2019 (COVID-19) pandemic has posed unprecedented challenges to universities worldwide, exemplifying a crisis that profoundly affects the learning outcomes and psychological status of college students. Although it is known that campus lockdown has triggered dramatic changes in lifestyles, learning outcomes, and psychological statuses, in-depth knowledge of the causal relationships among these changes remains largely unclear.MethodsHere, we conducted a cross-sectional survey designed to assess the impact of campus closure during COVID-19 on lifestyle, educational performance, and anxiety levels among college students. We surveyed over 3,500 junior college, undergraduate and graduate participants from 94 colleges/universities across 30 provinces, municipalities, and autonomous regions in China.We employed structural equation modeling (SEM) to explore the relationships between changes in lifestyle, educational performance, and levels of anxiety associated with campus open or closure regulations during the COVID-19 pandemic.ResultsOur results discovered that sleep duration, physical activity involvement, and social connections were crucial for sustaining students' learning outcomes and mental health. The shift to online learning and campus lockdown exacerbated stressors, contributing to heightened anxiety (β = 0.066), disrupted sleep patterns, and enhanced physical activity (β = 0.070) and reduced learning effect (β = -0.059). Sleep patterns were disrupted by the campus lockdown, an effect mediated by the degradation of relationships among classmates. Nonetheless, the best-fitting SEM uncovered the intricate relationships among lifestyle changes, learning outcomes, and psychological status in response to sudden environmental changes (Fisher’s C = 80.949, P = 0.328). These results highlight the critical role of adaptable, supportive campus policies tailored to meet the diverse needs and interests of students during and beyond crises (Fisher’s C = 59.568, P = 0.809).ConclusionsOur study advocates for a holistic approach that addresses the multifaceted aspects of student life to cultivate a resilient academic community. This approach contributes to a deeper understanding of the effects of sudden environmental changes on students' psychological well-being and academic performance in the post-pandemic era.

MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN KOHIMA TOWN, NAGALAND

Every learner needs the basic knowledge of Mathematics to live a fulfilling and contented life. Due to its wide applicability in one’s daily life and in varied fields of knowledge, Mathematics is considered as one of the major and compulsory subject in the school curriculum. Despite, Mathematics being a significant subject in the school curriculum, it is considered the most dreaded subject by learners. Secondary school students appear board exams and Mathematics being one of the major subject makes them more anxious towards the subject. Thus, the present study is aimed at finding the Mathematics Anxiety level of secondary school students with respect to Gender, Type of Management and Class Level. The study was conducted on a sample size of 380 secondary school students. The result of the study revealed that there was no significant difference in the level of Mathematics anxiety between male and female; Private and Government; and class 9 and class 10 students. The study also revealed that the majority of the secondary school students had an average level of Mathematics anxiety.

Outdoor education program reduces anxiety levels in Indonesian sports college students

This study aims to evaluate the impact of the Outdoor Education Program on the anxiety levels of sports students in Indonesia. Using a quantitative approach with an experimental pretest-posttest design, the research included 120 participants, both male and female, aged 18 to 20 years, from sports faculties at the State University of Surabaya, the State University of Yogyakarta, and the Indonesian University of Education. Data collection to assess anxiety levels was conducted through a questionnaire. Validity testing showed all statements were valid, with Pearson Correlation values greater than 0.05, and reliability testing indicated that all items were reliable, with Cronbach's Alpha values exceeding 0.6. Questionnaires were administered via Google Forms before and after the outdoor education program. Data analysis was carried out using SPSS 25. The Wilcoxon test results showed a Sig value greater than 0.05, and the mean posttest score (34.58) was lower than the pretest score (55.66). The study concluded that the Outdoor Education Program significantly reduces anxiety levels in sports students in Indonesia. Further research is recommended to explore the program's effects on students' self-confidence, motivation, responsibility, and discipline. Keywords: Anxiety, Outdoor Education Program, Sports College Students, Indonesia

Preparedness and Anxiety of Dental Students in the Transition from Preclinical to Clinical Practice

Aim: This study aimed to investigate the preparedness and anxiety levels of dental students transitioning to clinical practice and to examine the effects of sex, university, and observations. Material and Method: A total of 182 students (58 male, 124 female) transitioning from preclinical to clinic participated in the study. The survey consisted of sections covering socio-demographic data, students' opinions on their preparedness for clinical practice, anxiety levels measured by the State-Trait Anxiety Inventory (STAI), and confidence levels in various skill areas. Spearman's Rank correlation test was used for correlation analysis, while the Mann Whitney-U test for pairwise group comparisons. Results: No differences were found in preparedness between sexes, but males exhibited significantly higher confidence in various dental skills. Conversely, females reported significantly higher levels of state and trait anxiety. State university students (n=48) reported heightened workload expectations and elevated levels of state and trait anxiety. Conversely, private university students (n=134) demonstrated increased confidence and preparedness in dental practice-related knowledge and skills. Students who participated in observations (n=96) had lower preparedness and confidence levels in several dental areas, coupled with higher trait anxiety levels, compared to their peers who did not participate in observations (n=86). Finally, STAI scores were positively correlated with workload, negatively correlated with knowledge, skills, and confidence. Conclusion: Sex, school, and observation status have an impact on students' preparedness for clinical education, anxiety, and confidence in their professional abilities. Therefore, assessments and orientation programs that take these aspects into account can benefit students at this time of change.

A pilot study exploring the effectiveness of binaural beats at reducing anxiety associated with cadaveric dissection.

This study explored the effects of a novel intervention, binaural beats (BB), on anxiety levels of anatomy students during cadaveric dissections and its impact on the learning environment. The study was quasi-experimental, employing a purposive sampling strategy. State (SA) and trait (TA) anxiety levels were measured using the State-Trait Anxiety Inventory during two routine dissection sessions. SA was measured at three time points: at the start, after a 3-min control (silence)/intervention (10 Hz BB) session, and at the end of the dissection. A post-study survey was distributed to the participants to obtain qualitative feedback on their perceptions of BB use during cadaveric dissections. Thirteen female students participated in this study (mean age 19.62 ± 0.65 years). Both control and intervention measures significantly reduced SA levels, with BB demonstrating a greater effect size (Hedges' g = 0.98 for intervention vs. 0.76 for control). SA decreased significantly after the BB intervention (t(12) = 3.78, p = 0.003) and remained low throughout the session, in contrast to the control session, where the reduction post-measure was not sustained (t(12) = -0.64, p = 0.54). Feedback from the post-study survey indicated that most students found the BB intervention effective in reducing their anxiety levels before the dissection. The BB intervention was effective in reducing and maintaining students' SA levels during dissection. Students reported positive experiences with BB. Further investigations are warranted to determine whether the findings of this study can be generalized to larger and more heterogeneous populations.

Current status and influencing factors of test anxiety of senior one students in Yanji, China: a cross-sectional study.

Examining the current situation of test anxiety among first year senior high school students in Yanji City and investigating the factors that contribute to exam anxiety. Using cluster sampling, a survey was conducted on 1,550 first-year high school students from three high schools in Yanji City in April-May 2023. The survey utilized general information questionnaires, the Minnesota Multiphasic Personality Inventory (MMPI), and the Self-Rating Anxiety Scale (SAS). Logistic regression analysis was used to determine the influencing factors of test anxiety. A total of 1,550 first-year high school students were included in the analysis, with a test anxiety occurrence rate of 79.8%. Test anxiety exhibited statistical differences among different genders, ethnicities, family economic levels, frequency of communication with parents, and relationships with parents (with results of 53.44, 10.42, 17.31, 20.42, 31.95, all p < 0.05). Scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), psychopathic deviate (Pd), schizophrenia (Sc), and hypomania (Ma) in the 10 clinical personality scales were significantly positively correlated. Logistic regression analysis revealed that gender, ethnicity, frequency of communication with parents, and scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), and hypomania (Ma) in the 10 clinical personality scales were the main influencing factors for test anxiety in first-year high school students (all p < 0.05). The test anxiety level of high school students in Yanji City is relatively high, with variations in test anxiety levels among students of different genders, ethnicities, parental communication styles, and deviant personality traits. It is recommended that schools and teachers should give more consideration to test anxiety among high school students, particularly targeting those with potential risk factors. Parents should also be more attentive to their children's development and advancement, and improve their family education principles.

The impact of COVID-19 on the mental health of dental students at an Australian school.

The dentistry program is extremely demanding mentally and physically. Consequently, it can induce high levels of stress, anxiety and depression in students. There is some research in measuring these ramifications on dental students, but they lack the influence of the COVID-19 pandemic which has brought about many fundamental changes to the curriculum of dental students. The aim of this study was to assess dental students' mental health through the Depression, Anxiety and Stress Scale (DASS-21) during the COVID-19 pandemic in an Australian dental School. The Bachelor of Dental Science (Honours) students enrolled in years 2-5 were requested to complete an online questionnaire that included the DASS-21 and additional questions regarding the impact of COVID-19 on quality of life. Jamovi was utilized to conduct descriptive data analysis. 179 students completed the survey with 81 males (45%) and 98 females (55%). 70.4% of the participants described elevated anxiety for the health of their loved ones and themselves during the COVID-19 pandemic. The overall mean DASS-21 scores were 7.1 (5.07) in depression, 4.9 (4.00) in anxiety and 6.5 (4.32) in stress. The results indicate that the COVID-19 pandemic negatively impacted the mental health of dental students. While further research is still required, it is important for universities to recognize how this pandemic affected the mental wellbeing of students so that they can implement appropriate support programs and improve dental education. The COVID-19 pandemic has had a profound impact on social and mental health worldwide, and dental students are notably affected. Recognized as a psychological risk factor, COVID-19 has been linked to an increased rate of suicidal deaths. This paper underlines the importance of recognizing the full scope of the pandemic's impact on dental students, including their views and the potential effects on their physical and mental health. The study indicates a pressing need for more robust support from the organizations to improve the mental health and overall well-being of dental students.

Depression, anxiety, and stress among dental students, Kafr El Sheik University, Egypt: a cross-sectional study

Abstract Background Dentistry students face many pressures associated with treatment methods, training, and Faculty-level administration. Although several research have assessed the anxiety, stress, and depression of undergraduate students studying dentistry globally, data is limited in Egypt. This work aimed to determine the levels of depression, anxiety, and stress in dental students at the Faculty of Dentistry, Kafr El Sheik University, Egypt. Methods This questionnaire-based, cross-sectional study included 400 students at the Faculty of Dentistry, Kafr El Sheik University, Egypt. Participants were recruited using snowball sampling using a physical copy of the Depression, Anxiety, and Stress Scale (DASS 21) questionnaire. Results Depression level was low in 90 (22.5%), moderate in 215 (53.8%), and high in 95 (23.8%) participants. Anxiety level was low in 134 (33.5%), moderate in 193 (48.3%), and high in 73 (18.3%) participants. Stress level was low in 43 (10.8%), moderate in 206 (51.5%), and high in 151 (37.8%) participants. There was a significant relation between overall DASS 21 and age greater than 20, higher year, female sex, below average financial status, and last year’s regrade of students (P value &lt; 0.001, 0.008, and 0.041, respectively) and an insignificant relation between overall DASS 21 and residence of students. A significant relation between year and (depression, anxiety, stress, and overall DASS 21) was observed. Conclusions The significant depression, anxiety, and stress prevalence among Egyptian dentistry students is concerning.