Anxiety Of High School Students Research Articles

Measures to Reduce Writing Anxiety in High School Students

Writing is a fundamental skill in modern English language education in China, serving as a means of language output and a crucial criterion for evaluating English proficiency. As teaching reforms progress and the college entrance examination system evolves, the significance of English writing has grown, accompanied by heightened expectations for high school students' writing abilities. However, the reality of high school classrooms often reveals students' apprehension and anxiety towards writing, impeding their progress in this area. Consequently, this study aims to delve into the origins of writing anxiety in high school English classrooms and propose constructive teaching suggestions to alleviate students' anxiety, ultimately enhancing the quality and proficiency of their English writing.

고등학생의 자기제시동기와 사회불안의 관계에서 자존감과 자존감 안정성의 영향

Objectives The purpose of this study is to check whether self-esteem and self-esteem stability have a moderating effect on the effect of self-presentation motivation of high school students on social anxiety.
 Methods To this end, 519 men and women from six high schools in Seoul and Gyeonggi-do were surveyed using the self-presenting motivation scale, youth social anxiety scale, self-esteem scale, and self-esteem stability scale, and correlation analysis and regression analysis were conducted using SPSS 18.0 and PROCESS macro 3.3.
 Results First, the research results of this study showed significant correlations between self-presentation motivation, social anxiety, self-esteem, and self-esteem stability. Self-presentation motivation showed a positive correlation with social anxiety, and negative correlation with self-esteem and self-esteem stability. Social anxiety and self-esteem, social anxiety and self-esteem stability showed negative correlations. Self-esteem and self-esteem stability showed a positive correlation. Second, self-presentation motivation, self-esteem, and self-esteem stability directly affected social anxiety of high school students. Third, in the relationship between self-presentation motivation and social anxiety, self-esteem showed a significant moderating effect, and self-esteem stability did not.
 Conclusions Understand the effect of high school students' self-presentation motivation on the occurrence of social anxiety, and use it in counseling scenes by referring to the moderating effect of self-esteem and the characteristics of self-esteem volatility of high school students.

Social Intelligence and Mathematics Anxiety of High School Students

The anxiety phenomena can be understood through the concept of anxiety arousal. This is associated with self-related cognition. One example of self-deprecating thought is negative self-evaluation of one’s self (Zaman & Semul, 2013). Moreover, anxiety among secondary school students creates strong negative emotions and can hinder a person’s cognitive, learning and academic performance. Fear of mathematics comes early in the educational process and if this is not handled properly, it will negatively affect the students to adulthood. In learning mathematics, emotional intelligence (EI) and social intelligence (SI) impact on how a person deals with emotions, mathematics and the general self-regulations strategies that the person adopts (Nor, Ismael, & Yusof, 2016).

The Relationship Research between Physical Activity Level and Social Physical Anxiety in High School Students: The Mediating Role of Body Self-Esteem

The Relationship Research between Physical Activity Level and Social Physical Anxiety in High School Students: The Mediating Role of Body Self-Esteem

Effect of the “K” technique on levels of anxiety and salivar cortisol in adolescents

This research presents theoretical arguments of a new approach called Technique “K,” which aims to reduce student’s anxiety before a cognitive challenge. Through a randomized, controlled clinical trial, we evaluate the Beck Anxiety Inventory and salivary cortisol. We compared the results in the last year of high school, who were facing school tests, before and after the application of the “K” technique (intervention group) and placebo (control group). Statistical analyses consisted of using the Chi-square, Spearman and the Wilcoxon test. The principal component analysis observed in the case group, - 10.50 (-18.25; -4.75), was statistically higher than the control group, -6.00 (-8.75; -1.25). It is not possible to identify statistical significance (p = 0.462) in the variation of salivary cortisol concentration. The results suggest the effectiveness of the “K” technique in managing anxiety in high school students. Although, future research is needed to extend the preliminary data obtained in this study.

Predictors of COVID-19-related posttraumatic stress and anxiety symptoms in high school students in China

Youth may be particularly vulnerable to negative consequences of the COVID-19 pandemic due to acute and chronic stressors (e.g., social distancing) during a critical period of development. The present study examined factors associated with COVID-19-related posttraumatic stress and anxiety in high school students in China (N = 294) during May 2020. Logistic and zero-inflated negative binomial regression were used to evaluate the effects of self-reported prior mental health concerns, duration of isolation/quarantine measures, impact from the pandemic, behaviors changed during COVID-19, and attitudes surrounding the pandemic on self-reported anxiety and pandemic-related posttraumatic stress. Self-reported history of mental health concerns significantly predicted anxiety and pandemic-related posttraumatic stress. While timing likely contributed to lower rates of clinically significant outcomes than have been reported in other studies, some students exhibited signs of enduring distress. History of mental illness may be a sign of negative psychological outcomes in adolescents and should prompt further screening.

The Effects of Meditation on Test Anxiety Levels Among High School Students

Important exams often cause increased test anxiety in high school students, which further negatively affects their learning and academic performance. The practice of mindfulness meditation guides one to focus on the present moment, allowing them to calm their mind and concentrate at the same time. Although several studies have previously been done on meditation, mental health, and test anxiety, there has been no research that specifically examines the effect of meditation on reducing test anxiety for high school students. This study analyzes the effects of meditation on mindfulness and test anxiety among students in two honors (accelerated) Algebra 2 classes (n = 60). Over the course of two weeks leading up to the final exam, all students followed a guided meditation program, requiring them to practice five-minutes of meditation during every class period and every night before they went to sleep. A pre-post survey design was adapted from the Mindfulness Attention and Awareness Scale, Westside Test Anxiety Scale Validation, and the Test Anxiety Inventory for Children and Adolescents. After participating in the meditation program, 75% of all the results comparing the pre-meditation survey to the post-meditation survey depicted significance (p ≤ 0.05). These results reveal that there was a significant improvement in the students’ mindfulness, as well as a significant reduction in test anxiety. Furthermore, those who meditated both in-class and before-bed tended to exhibit better and more significant results than those who only meditated in-class.

Mediating Role of Cognitive Errors in Explaining the Relationship between Psychological Capital, Social Anxiety and State Anxiety in High School Students

Mediating Role of Cognitive Errors in Explaining the Relationship between Psychological Capital, Social Anxiety and State Anxiety in High School Students

Mediating Role of Cognitive Errors in Explaining the Relationship between Psychological Capital, Social Anxiety and State Anxiety in High School Students

Mediating Role of Cognitive Errors in Explaining the Relationship between Psychological Capital, Social Anxiety and State Anxiety in High School Students

Effects of School Attendance Time and Sleep Duration on Depression and Anxiety of High School Students

High-quality sleep can help people relieve psychological problems such as depression and anxiety. However, currently Chinese students generally face the problem of lack of sleep and psychological stress. This paper aims to investigate the effects of school attendance time and sleep duration on the depression and anxiety among high school students. This article analyzes the sleep time and psychological state of Chinese students through the research method of questionnaire survey. The conclusion is that the earlier the school time leads to shorter the sleep time, thus making student more anxious . In addition, the study found that the type of high school also had an effect on school attendance, sleep duration and anxiety.

Dukungan Keluarga Dan Tingkat Kecemasan Siswa SMA Dalam Menghadapi Ujian Akhir Semester

Final semester exam is a learning evaluation that carried out after semester ends. Final semester exams are conducted to measure and assess student competency. In carrying out the exam, there are many things that need to be prepared, one of which is self-preparation. Students are prone to experience the risk of anxiety at certain moments, for example when they are about to carry out an exam. Factors that influence anxiety include environment, family, gender and age. The purpose of this study was to determine the relationship between family support and anxiety levels in high school students in facing their final semester exams. The research method used quantitative research using an analytic survey design with a cross sectional approach. Sampling technique uses purposive sampling. The population in this study are 300 student with sample study of 72 students. The results showed that there were 37 (51.4%) female gender, 47 (65.3%) 16 year old respondents, the majority of respondents received moderate family support as many as 42 respondents (58.3%) and the majority of respondents had anxiety levels being as much as 25 (34.7%). There is no significant relationship between family support and the level of anxiety in high school students who will take the final semester examination with a p-value of 0.995 (>0.05).

Cognitive Network Science Reveals Bias in GPT-3, GPT-3.5 Turbo, and GPT-4 Mirroring Math Anxiety in High-School Students

Large Language Models (LLMs) are becoming increasingly integrated into our lives. Hence, it is important to understand the biases present in their outputs in order to avoid perpetuating harmful stereotypes, which originate in our own flawed ways of thinking. This challenge requires developing new benchmarks and methods for quantifying affective and semantic bias, keeping in mind that LLMs act as psycho-social mirrors that reflect the views and tendencies that are prevalent in society. One such tendency that has harmful negative effects is the global phenomenon of anxiety toward math and STEM subjects. In this study, we introduce a novel application of network science and cognitive psychology to understand biases towards math and STEM fields in LLMs from ChatGPT, such as GPT-3, GPT-3.5, and GPT-4. Specifically, we use behavioral forma mentis networks (BFMNs) to understand how these LLMs frame math and STEM disciplines in relation to other concepts. We use data obtained by probing the three LLMs in a language generation task that has previously been applied to humans. Our findings indicate that LLMs have negative perceptions of math and STEM fields, associating math with negative concepts in 6 cases out of 10. We observe significant differences across OpenAI’s models: newer versions (i.e., GPT-4) produce 5× semantically richer, more emotionally polarized perceptions with fewer negative associations compared to older versions and N=159 high-school students. These findings suggest that advances in the architecture of LLMs may lead to increasingly less biased models that could even perhaps someday aid in reducing harmful stereotypes in society rather than perpetuating them.

Is Psychodrama an Effective Method to Intervene High School Students Social Anxiety?

In today's world, 75% of people with social anxiety manifest symptoms as teenagers, but the vast majority of them do not identify or take the problem seriously. In this study, researcher will explore whether psychodrama therapy, a more achievable and attractive to high school students, can alleviate social anxiety through 20 high school students from the International Department of Haidian Foreign Language Experimental School. The experiment consisted of one ice-breaking activity and five formal activities, and the results were quantified by the Comprehensive Interpersonal Relationship Diagnostic Scale. The results of the experiment show that psychodrama therapy has a significant effect in relieving social anxiety of high school students. The findings from this paper will be used in future schools to prevent and alleviate students' social anxiety through the use of psychodrama.

HUBUNGAN EFIKASI DIRI DENGAN KECEMASAN AKADEMIK SISWA SEKOLAH MENENGAH ATAS DALAM MENJALANI PEMBELAJARAN DARING

Academic anxiety can have a negative impact on the quality of student learning. One of the things that effect the quality of student learning is self-efficacy. This study aims to determine the relationship between self-efficacy and academic anxiety of high school students in undergoing online learning. This study used a descriptive correlative design and aapproach cross sectional. The instrument used was a questionnaire containing questions about self-efficacy and academic anxiety that were valid and reliable. The research sample was 208 students at SMAN 8 Pekanbaru. Sampling using probability sampling technique, namely stratified non-random sampling. The analysis used is bivariate analysis using test chi-square. The results of this study indicate that most of the students very high self-efficacy were 111 students (53,4%) and students who had moderate academic anxiety were 139 students (66,8%). The results of statistical tests showed that there was a significant relationship between self-efficacy and academic anxiety of high school students in undergoing online learning with p value (0,000) < (0,05).

Study on Appearance Anxiety of Chinese High School Students Caused by TikTok, a Chinese Short Video Software

TikTok is a socialize platform that people from all ages can use to kill time and socialize. The study on appearance anxiety of Chinese high school students caused by TikTok, a Chinese short video software can investigate the reason for appearance anxiety of high school student and find solution for it. Questionnaire was used for collecting data, via sharing on social media using computer. The questionnaire mainly ask question about influence of internet influencer on high school student, and basic information about high school student using TikTok. The willingness that causes high school students' appearance anxiety are high school students' blind support for Internet celebrities and unconditional acceptance of the information conveyed by Internet celebrities, the distortion of high school students' aesthetic values, and the one-sidedness and limitations of high school students' aesthetics. Possible solutions include limiting the time high school students can use TikTok, spreading correct aesthetic values at school and home, spreading more content about correct aesthetic values on TikTok, and suppressing influencers who spread negative aesthetic values.

Can Rational-Emotive Behavior Therapy (REBT) Reduce Academic Anxiety in High School Students?

Teenagers experience rapid development and growth during high school. During this phase, adolescents experience many challenging changes, including changes in emotional and physical development. If these changes are not properly managed, they can lead to problems such as anxiety. One of the sources of teenage anxiety is their academic problems. "Academic anxiety" is what this form of anxiety is called. It can be a challenge for students to focus, learn, and feel confident. Interventions are needed to assist students in controlling their anxiety so that they can be successful in achieving their academic endeavours. The purpose of this study was to assess the effectiveness of the Rational Emotive Behavior Therapy (REBT) method in reducing high school students' academic anxiety levels. The participants in this study were 17-year-old high school students. The method used is a single case experimental design in which this single case refers to one individual within a certain scope. The results showed that REBT can reduce high school students' academic anxiety levels. Based on their experience of carrying out activities during the intervention, students are aware of irrasional thoughts that lead to behavior and feelings and replace them with rational thoughts by confronting these irrasional thoughts.Remaja mengalami perkembangan dan pertumbuhan yang pesat selama masa sekolah menengah atas. Pada fase ini remaja mengalami banyak perubahan yang menantang, termasuk perubahan perkembangan emosi dan fisik. Jika perubahan ini tidak dikelola dengan benar, maka dapat menimbulkan masalah seperti kecemasan. Sumber kecemasan remaja salah satunya ialah persoalan akademik mereka. "Kecemasan akademis" adalah sebutan yang diberikan untuk bentuk kecemasan ini. Hal ini dapat menjadi tantangan bagi siswa untuk fokus, belajar, dan merasa percaya diri. Intervensi diperlukan untuk membantu siswa dalam mengendalikan kecemasan mereka sehingga mereka dapat berhasil dalam mencapai usaha akademis. Tujuan dari penelitian ini adalah untuk menilai efektivitas Rational Emotive Behaviour Therapy (REBT) dalam menurunkan tingkat kecemasan akademis siswa sekolah menengah atas. Partisipan penelitian ini adalah siswa sekolah menengah atas yang berusia 17 tahun. Metode yang digunakan adalah single case experimental design yang dimana single case ini mengacu pada salah satu individu didalam suatu lingkup tertentu. Hasil penelitian menunjukkan bahwa REBT dapat menurunkan tingkat kecemasan akademis siswa SMA. Berdasarkan pengalaman mereka melakukan aktivitas selama intervensi, siswa menyadari pemikiran irasional yang mengarah pada perilaku dan perasaan dan menggantinya dengan pemikiran rasional dengan cara mengkonfrontasi pemikiran yang irasional tersebut.

The Impact of Social Media on Chinese High School Students' Body and Image Anxiety

This paper focuses on the impact of social media on the body and image anxiety of Chinese high school students. It identified that the impact of social media on the physical and image anxiety of Chinese high school students is significantly different in terms of gender, grade, origin and time. The impact of social media on the physical and image anxiety of Chinese female high school students is higher than that of Chinese male senior high school students. The impact of social media on the physical and image anxiety of high school students in China's first and second tier cities is higher than that of senior high school students in China's third and fourth tier cities, etc. Families and schools should strengthen the correct consciousness and aesthetics of senior high school students, and the society should also establish a social media intervention mechanism.

The Effect of Parental Expectations on High School Students Test Anxiety: The Mediating Role of Academic Self-efficacy

Test anxiety among high school students and its influencing factors have been widely concerned by researchers from all walks of life and various fields. While parental expectations are a remarkable family environment element affecting text anxiety of high school students, academic self-efficacy, as an individual factor, has a more direct impact on test anxiety. The research explores the correlation model between parents expectations and text anxiety using parental expectations as a family environment factor and academic self-efficacy as an individual factor, to reveal the mechanism of parental expectations and academic self-efficacy affecting test anxiety of high school students. In the research, select 420 students from high school as subjects using a cluster sampling way. The Parental Expectations Scale, Test Anxiety Scale, and Academic Self-Efficacy Scale were used to conduct questionnaire surveys and structural equation model analysis was used for data analysis. The results showed: (1) High school students parental expectations can indirectly influence test anxiety via the mediation of academic self-efficacy; (2) Academic self-efficacy mediates the association between parental expectations and text anxiety; (3) Parental expectations and test anxiety, academic self-efficacy, self-efficacy of academic competence, and efficacy of academic conduct were significantly and positively correlated; (4) test anxiety, academic self-efficacy and academic competence efficacy were significantly negatively correlated.

Lise Öğrencilerine Uygulanan Sınav Kaygısını Yönetme Programının Sınav Kaygısı Üzerindeki Etkisi

Aim: To examine the effect of the multimodal managing examination anxiety program applied to high school students on test anxiety of high school students and some predictors of test anxiety.
 Material and Methods: The population of the study, which was in the pretest-posttest single-group quasi-experimental design, consisted of 150 high school senior students. A managing examination anxiety program applied once a week for 7 weeks to 40 students selected using the convinient sampling. The ınformation form and the Westside test exam scale used as data collection tools.
 Results: The posttest mean score (32.15 ± 8.15) of the students from the Westside Test Exam Scale was significantly lower than the pretest mean score (37.57 ± 5.49) (p

The Effectiveness of Brain-Based Learning with Think Pair Share Setting in Terms of Achievement, Representation Ability, and Anxiety of High School Students

<p class="06ContentAbstract">Innovation in learning is needed by combining a learning approach and a classroom setting model to solve the problem of low student achievement and representation abilities. It can also be used as an effort to overcome problems in the aspect of attitude, for example, math anxiety. This study was aimed to (1) describe the effectiveness of the brain-based learning approach with a think pair share setting (BBL+TPS); (2) find out the difference between learning with BBL+TPS and the scientific approach; and (3) describe which one is more effective between the BBL+TPS and the scientific approach in terms of learning achievement, mathematical representation ability, and student’s math anxiety in statistics and probability. This study was a quasi-experimental study with the population being students of class X SMAN 2 Bantul, and the sample was students of classes X MIA 3 and X MIA 4, which were determined by using random sampling technique. The data collection techniques used are interviews, observations, and questionnaires. Data analysis techniques are descriptive and inferential statistics. The results show that: (1) BBL+TPS is effective; (2) there are differences in the effectiveness of learning between the BBL+TPS and the scientific approach; and (3) BBL+TPS is more effective than the scientific approach in terms of learning achievement and mathematical representation ability, but not more effective in terms of math anxiety.</p><p class="06ContentAbstract"> </p><p class="06ContentAbstract">Diperlukan suatu inovasi dalam pembelajaran dengan menggabungkan pendekatan pembelajaran dan model pengaturan kelas untuk menyelesaikan permasalahan prestasi belajar dan kemampuan representasi siswa yang rendah. Hal tersebut juga dapat digunakan sebagai upaya untuk mengatasi permasalahan dalam aspek sikap contohnya kecemasan matematika. Penelitian ini bertujuan untuk (1) mendeskripsikan keefektifan pendekatan brain-based learning dengan setting think pair share (BBL+TPS), (2) mengetahui adanya perbedaan antara pembelajaran dengan pendekatan BBL+TPS dan saintifik, dan (3) mendeskripsikan mana yang lebih efektif antara pendekatan BBL+TPS dan saintifik ditinjau dari prestasi belajar, kemampuan representasi matematika, dan kecemasan matematika pada materi statistika dan peluang. Penelitian ini merupakan penelitian eksperimen semu dengan populasi adalah siswa kelas X SMA Negeri 2 Bantul dengan sampel penelitian adalah siswa kelas X MIA 3 dan X MIA 4, yang ditentukan dengan menggunakan teknik random sampling. Teknik pengumpulan data yang digunakan antara lain wawancara, observasi, dan angket. Teknik analisis data yaitu statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa: (1) pendekatan BBL+TPS efektif, (2) ada perbedaan keefektifan pembelajaran antara pendekatan BBL+TPS dan saintifik, dan (3) pendekatan BBL+TPS lebih efektif dibandingkan dengan pendekatan saintifik ditinjau dari pretasi belajar dan kemampuan representasi matematika, namun tidak lebih efektif ditinjau dari kecemasan matematika.</p>