Situation-specific Anxiety Research Articles

Research on Entrepreneurial Anxiety: A Literature Review

This paper presents a review of the concept, dimensions, measurement methods and related research of entrepreneurial anxiety. The aim is to provide a theoretical basis for the development of emotional management and psychological support strategies for entrepreneurs. The initial section of this paper defines entrepreneurial anxiety as a form of situation-specific anxiety, delineating the distinctions between state anxiety, trait anxiety, and situation anxiety. Subsequently, the two-dimensional structure of entrepreneurial anxiety, comprising emotional anxiety and cognitive anxiety, is discussed, along with the corresponding measurement scale. A review of the literature from both domestic and international sources reveals the impact of entrepreneurial anxiety on entrepreneurial behaviour, particularly in relation to entrepreneurial exit intentions. In conclusion, the current state of research on entrepreneurial anxiety is reviewed, and the necessity for further investigation is emphasised in order to enhance comprehension of the function of entrepreneurial anxiety in entrepreneurial decision-making.

Theoretical and Empirical Research on Foreign Language Anxiety and Foreign Language Enjoyment in SLA

This paper explores the theoretical and empirical research on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE) in Second Language Acquisition (SLA). The study delves into the evolution of FLA, a situation-specific anxiety type, and FLE, an emerging focus in Positive Psychology, examining their impact on foreign language learning. By analyzing the findings from four empirical studies, the paper investigates the influence of FLA and FLE on academic performance, their interrelationship, and their sources. The results demonstrate that high levels of FLA can significantly hinder language acquisition, while FLE can enhance it by increasing motivation and participation and changing attitude towards target languages and FL teachers. Additionally, the interplay between FLA and FLE varies across different learners and contexts, necessitating a balanced approach that mitigates anxiety while promoting enjoyment. This research offers pedagogical implications aimed at enhancing foreign language learning by fostering a supportive and enjoyable classroom atmosphere, promoting learner motivation, and building strong teacher-student relationships.

Relationships Between Psychological Distress and Affective, Behavioral, and Cognitive Experiences of Stuttering.

People who stutter (PWS) are vulnerable to the development of various psychopathological symptoms, although prevalence data are mixed and less clarity exists about factors that potentially influence their occurrence. The current study sought to shed light on the prevalence of self-reported psychopathology in PWS and aimed to identify relationships between affective, behavioral, and cognitive (ABC) experiences of stuttering and psychological distress (PD). Forty-four PWS were administered the Behavior Assessment Battery (BAB) for Adults who Stutter and the Brief Symptom Inventory-18. The prevalence of clinically significant PD was calculated via BSI-18 global severity index t-score cutoffs. Regression analyses examined relationships between ABC variables of stuttering and PD. Participants' BAB scores approximated normative values, while the PD score distribution was similar to that of a nonclinical sample. Nine percent of participants met thresholds for clinically significant PD. All ABC correlates of stuttering significantly and positively correlated with PD scores, capturing considerable amounts of shared variance. Levels of PD in PWS approximate those of the general community, highlighting the existence of psychologically distressed subgroups of PWS. Speech situation-specific anxiety had the strongest relationship to PD, followed closely by one's report of situation-specific speech disruption. To a lesser but still significant extent, PWS' frequency to which they engage in various avoidance/escape behaviors, as well as their communication attitude, predicted levels of psychopathology. These data inform diagnostic and clinical decision making, drawing attention to factors that should be attended to in treatment.

Exploring students’ speaking anxiety in an EFL classroom

This research aimed to find out the types of students’ speaking anxiety and students’ strategies to cope with their speaking anxiety in an EFL classroom. This research was conducted using descriptive qualitative method. The data collected by using observation checklist, in-depth interview, and online questionnaire. The participants of this research were students of first, third, and fifth semesters in Business English Communication program, Universitas Negeri Makassar. Based on the results of this research, it was found that there are more students who experience state anxiety and situation-specific anxiety than trait anxiety, as the type of anxiety that occurs when speaking English as a foreign language. Moreover, it was found that most students in the first, third, and fifth semesters used various techniques in doing preparation, relaxation, positive thinking, and seeking a peer as strategies to cope with speaking anxiety.

Speaking Anxiety Experienced by The Fifth Semester Students of English Literature Department: A Case Study in Public Speaking Lesson


 
 
 
 
 This study is aimed to investigate the factors that contribute in speaking anxiety that experienced by the fifth semester students and the type of speaking anxiety in order to get the broader understanding about this phenomenon. This research is categorized as descriptive qualitative research. It involved the fifth semester students of English Literature Department 2022-2023 academic year as the participants. The data was collected through the interview. The findings of the research describe four factors that contribute in speaking anxiety and three types of anxiety. There were four factors based on Horwitz and Cope (1986) theory, the first factor is fear of negative evaluation (unconfident and overthinking) which made the student avoid do public speaking in English. Students were afraid because their mentality. The second is test anxiety (fear of performance in front of audience) which made the student avoid and afraid do the public speaking English. The third is communication apprehension (low speaking skill) which commonly happened on lack of vocabulary and unable to arrange the sentence and also stag in their mind. The fourth is new material which commonly happened on lack of understanding of new material. There were three types based on Horwitz (1986) theory, the first type of anxiety was trait anxiety it happened related when students fell unconfident and overthinking. The second type of anxiety was state anxiety. It happened relate on external factor and when someone feels being threatened. The third type was situation-specific anxiety. Due to low speaking skill seems like the students were afraid of being evaluated.
 
 
 

English Language Anxiety and Language Achievement Among EFL Students in Saudi Arabia

Foreign language anxiety impedes language acquisition. Previous studies in various cultural contexts have found significantly negative and moderately high correlations between scores on the Foreign Language Classroom Anxiety Scale (FLCAS) and foreign language grades. This study aims to investigate the factor structure of the FLCAS in the Saudi Arabian context and to determine whether the main FLCAS factors predict English language achievement, as operationalised by university grades. A total of 257 Saudi students (19–21 years old) studying accounting and business administration completed a Saudi Arabian version of the FLCAS. Simultaneously, these students provided their most recent grades from university English courses. Maximum likelihood extraction with direct oblimin rotation was performed, and three main factors (trait anxiety, situation-specific anxiety, and communication apprehension and confidence) were identified, accounting for 17.5%, 18.6%, and 4.1% of the total FLCAS variance, respectively. The linear regression model with these factors as predictors and language achievement as a criterion was non-significant (F = 0.479; p = 0.685), indicating that the main FLCAS factors were not connected to English language achievement. The study highlights specific areas (trait anxiety and situation-specific anxiety) that English teachers in Saudi Arabia need to address using better-targeted techniques and strategies.

Speaking Anxiety of Students of Parit Baru English Village

This Research aims to find out the kinds and sources of speaking anxiety of the Students of English Parit Baru Village, Sungai Raya Regency in the academic year of 2021. This research used the descriptive qualitative method. Ten students from different grades of primary school around Parit Baru village were involved in this research. This research used a semi-structured interview and field note as the tool of collection data. data collection used an observation about students’ behavior during class that direct students to become Anxiety. The result showed that the kinds of speaking anxiety of English Parit Baru Village students were trait anxiety, where several students keep silent when the tutor ask them, students incapable to express their feelings, ideas, and thought; situation-specific anxiety when the tutor ask students to speak they sometimes can do it, in other condition or topics they also incapable to speak; state anxiety, when students ask by their tutor to speak suddenly, they cannot control their nervousness. Furthermore, the sources of speaking anxiety from personal anxiety can be overcome by actively of students during learning; interpersonal anxiety students need any motivation to learn speaking skills; teacher belief about language learning can be manifest by a good impression of teacher during teaching. For classroom procedure, the class needs to be relaxed; language testing derived from fear, shame, and doubt of the students.

Communication students’ anxiety in speaking skill practice

Students majoring in communication believe that their nervousness when speaking will affect their lives. It will either limit their employment opportunities or cause them to perform poorly at work. In the digital era, English speaking is very important to communicate with other members of an organization. There are limited discussions about speaking anxiety in ESP class and students majoring in communication studies are expected to convey their messages persuasively in an organization. So, descriptive qualitative research was utilized by the researcher to describe speaking anxiety in ESP class; Types of Speaking Anxiety, Factors of Speaking Anxiety, Reducing Speaking Anxiety. Semi-structured interviews and observations were the sources in this study with 19 students involved. Three natural phenomena in speaking anxiety or research problems in speaking anxiety were analyzed using data reduction, data display, and conclusion. The results showed that Communication Apprehension, Fear of Negative Acceptance, and Test Anxiety existed among the students in speaking class. They can overcome it using YouTube videos as references and community supports (teacher and close-friends). This study also found that students majoring in communication studies experience trait anxiety (one person), state anxiety (ten students), and situation-specific anxiety (eight students). Based on this result, further researchers related to speaking anxiety are to revise the approach using the mixed method in ESP class. These suggestions are to enrich speaking anxiety for English Specific Purposes, such as midwife students and economic students.

An informative video before planned cesarean delivery and maternal anxiety—a multicenter randomized controlled trial

An informative video before planned cesarean delivery and maternal anxiety—a multicenter randomized controlled trial

Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial Reality in Bangladesh

The study aimed to explore the psychological and socio-cultural factors that contribute to situation-specific anxiety and impede second language acquisition (SLA). It collected data from a survey questionnaire, semi-structured interviews, and focus group discussions with 39 Bangladeshi EFL learners at the tertiary level. The findings indicate that situation-specific anxiety has a negative impact on the acquisition of a second language. This language anxiety stems from distinct personality traits, including fear of public speaking, fear of making mistakes, fear of being negatively judged by teachers and peers, lack of self-confidence, peer comparison, fear of native cultural exclusion, and an overall unfavorable classroom environment. The results imply several psychosocial and individual perspectives which cannot be ignored in the essential concept of second language acquisition. Teachers may use this study as a reference to assist their students in generating better ideas and understanding second language acquisition from the perspective of the learners.

An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English

Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.

Ageism and Technology: The Role of Internalized Stereotypes

Ageist views have typically held that older persons are poor, frail, and resistant to change. One facet of this portrait of the older population has to do with their lower willingness and capability to learn and with their decreased openness to change (Cutler). Many of these ageist views are held by young people, resulting in a bias about the development and designs of different technologies. However, these same views are sometimes shared by older people themselves, resulting in a reluctance to adopt different technologies and the underestimation of their own performance or technology skills (Beckers et al.). In the current work, we analyze the reciprocal relationship between ageist stereotypes and technology, focusing on the implications of negative stereotypes of older people. We emphasize the self-fulfilling prophecy that technology, designed mostly by young people with the youth market in mind, creates prototypes that are more difficult for older people to use and algorithms that often fail to predict the habits, interests, and values of older people (Rosales and Fernández-Ardèvol). We also examine the role of stereotype threat impacting older people’s performance and technology adoption; for example, situation-specific anxiety when older people face younger adults who present greater digital skills (Ivan and Schiau).

The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis

Foreign language learners experience a unique type of anxiety during the language learning process: Foreign Language Classroom Anxiety (FLCA). This situation-specific anxiety is frequently examined alongside academic achievement in foreign language courses. The present meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement and four competency-specific outcome scores (reading-, writing-, listening-, and speaking academic achievement). A total of k = 99 effect sizes were analysed with an overall sample size of N = 14,128 in a random-effects model with Pearson correlation coefficients. A moderate negative correlation was found between FLCA and all categories of academic achievement (e.g., general academic achievement: r = -.39; k = 59; N = 12,585). The results of this meta-analysis confirm the negative association between FLCA and academic achievement in foreign language courses.

An Investigation of EFL Students’ Anxiety towards Online English Learning in Paragraph based Writing Subject

This study aims to investigate the students’ anxiety related to the online English learning in writing subject as well as the factors that contribute anxiety during online learning, and exploring the students’ anxiety strategies in overcoming their anxiety for this study. One of private university in Cirebon was chosen as the site for this study. This study employed qualitative study with a case study design. Students’ anxiety from fourth semester in academic year 2019/2020 was chosen as the participant of this study. The data were collected through interview and questionnaire. This study discovered that students’ anxiety related to the English online learning is situation-specific anxiety, and the factors that contribute anxiety which can be group into four categories: being not familiar with the situation in, incompetence in learning, less English proficiency, no match with expectation. This study also identifies four category strategies employed by students’ anxiety: positive thinking, keep calm and enjoy it, self-confidence, and preparation. The findings of this study provide experiences for students about anxiety that can arise during online learning in unsupportive situation.
 Keywords: Anxiety; Types of Anxiety; Online Learning, Writing Skill; Paragraph Based Writing.

An Investigation of Student Teachers' Anxiety Related to the Teaching Practicum

This study aims at investigating the student teachers’ anxiety related to the teaching practicum as well as the factors that contribute anxiety during teaching practicum, and exploring the student teachers’ strategies in overcoming their anxiety during teaching practicum. Qualitative research with a case study approach employed in this study. STKIP Invada Cirebon was chosen as the site and English student teachers were the participants of this study who did teaching practicum at SMK RISE Kota Cirebon, while the data were collected through interview and weekly journal. This study discover that students teachers’ anxiety related to the teaching is situation-specific anxiety, and the factors contribute anxiety can be grouped into six categories: being not familiar with the situations in the classroom, being observed by mentor or supervisor, incompetence in teaching, not match with expectations, less English proficiency, and classroom management. So that this study also identifies six categories of coping strategies employed by student teachers: adaptation, preparation, build a good relationship with the mentor and the students, self confidence, positive thinking, and keep calm and enjoy it. The findings of this study give insight for supervisor university, mentor, and student teachers about anxiety may arise during teaching practicum. Key words: Anxiety; Student Teachers’ Anxiety; Teaching Practicum; Cause of Anxiety; Strategies in Overcoming Anxiety.

STUDENTS’ SPEAKING ANXIETY IN AN EFL CLASSROOM: GENDER PERSPECTIVE AT SMA NEGERI 2 KENDARI

The aim of this study was to find out whether or not there was a significant difference of students’ speaking anxiety across gender. This study used survey method. The population was the second grade students of SMAN 2 Kendari in academic years 2017/2018. This study involved 184 students (92 males and 92 females) who were taken from proportionated stratified by random sampling. An instrument employed in this study was a questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS). The data were analyzed by using descriptive and inferential statistic. The result of descriptive analysis showed that students’ speaking anxiety was affected by three factors namely communication apprehension, test anxiety, and fear of negative evaluation where each factor had a neutral position and majority students had a moderately anxious level on speaking anxiety. The result of the t-test showed that tobserved was -2.007 and ttable was 1.973. It means that ttable was lower than the tobserved. Thus, there was a significant difference of speaking anxiety between male and female students where females were more anxious then male. Keywords: Speaking Anxiety, situation-specific Anxiety, andGender.

Mozart for Reducing Patient Anxiety During Colposcopy: A Randomized Controlled Trial.

To test whether music by Mozart reduces anxiety among patients undergoing colposcopy. In a randomized multicenter trial, we measured the reduction of the situation-specific anxiety of women hearing Mozart's Symphony No. 40 during colposcopy compared with women not hearing music using the State-Trait Anxiety Inventory. Secondary endpoints were reduction of heart rate (beats per minute), pain during and 10 minutes after colposcopy, general unpleasantness, anxiety during colposcopy, and overall satisfaction (11-item visual analog scales). Analysis was by intention to treat. A sample size of 104 per group (N=208) was calculated to achieve 80% power to detect a difference of 4.8 with a SD of 12.3 in anxiety scores. Between February 2017 and May 2018, 212 women were randomized. The mean anxiety reduction was -9.4±10.8 SD in 103 women in the music group and -9.0±10.6 in 102 women in the control group (P=.40). The secondary endpoints reduction of heart rate (-16.3±16.9 vs -15.4±17.1; P=.37), pain during procedure (median 2 [interquartile range 1-4] vs 2 [1-3.5]; P=.80), pain 10 minutes after examination (1 [0-1.75] vs 1 [0-2]; P=.42), general unpleasantness (3 [1-5.75] vs 4 [1-5.5]; P=.35), anxiety during examination (2 [1-5] vs 2 [1-6]; P=.28), and overall satisfaction (10 [9-10] vs 10 [9-10]; P=.81) were also not different between the two study groups. Mozart's Symphony No. 40 does not reduce anxiety in women undergoing colposcopy. ClinicalTrials.gov, NCT03005795.

THE RELATION BETWEEN STUDENTS’ ANXIETY AND READING COMPREHENSION

This study aims to analyze the relation of Students’ anxiety and reading comprehension among senior high school students in Klari Karawang, West Java Province, Indonesia. Participants of this study were thirty students of twelve grade at SMAN 1 Klari Karawang The study was conducted with a quantitative approach and performed in Klari, Karawang. Based on the findings, the result show there is no significant correlation in Students’ anxiety because in the data show the significant is 0,051 more than 0,05 (> 0,05). The result also show there is no significant correlation in Reading comprehension because in the data show the significant is 0,051 more than 0,05 (> 0,05). Based on the data obtained from thirty participants showed that treat anxiety is 10% , state anxiety is 17% and situation specific anxiety is 73%. Measurement of reading anxiety was done by using Foreign Language Reading Anxiety Scale (FLRAS). Moreover, the researcher give a suggestion for teacher to make a preventive activity, for example to avoid students’ anxiety in reading comprehension, the teacher can provide comfort environment in learning activity, it will help to decrease students’ level of anxiety and it is necessary to motivate student to increase their desire to read more English text and understand the context.

Video Colposcopy for Reducing Patient Anxiety During Colposcopy: A Randomized Controlled Trial.

To test whether video colposcopy reduces anxiety among patients undergoing colposcopy. In a prospective, randomized multicenter trial, we compared video colposcopy and no video colposcopy in a one-to-one ratio. Situation-specific anxiety was measured before (S1) and after (S2) colposcopy using the State-Trait Anxiety Inventory. The primary endpoint was the reduction of the situation-specific anxiety scores (ΔS=S2-S1). Secondary endpoints were pain during and 10 minutes after colposcopy, general unpleasantness, anxiety during colposcopy, satisfaction with the information about the procedure, and overall satisfaction (11-item visual analog scales). Analysis was by intention to treat. A sample size of 104 per group (n=208) was planned to achieve 80% power to detect a difference of 4.8 with a SD of 12.3 in the primary outcome. Between August 2016 and March 2017, 225 women were randomized. The mean ΔS was -10.3±11.3 SD in 111 women in the video colposcopy group and -10.3±11.0 SD in 105 women without video colposcopy (P=.50). The secondary endpoints pain during examination (median 2 [interquartile range 1-3] compared with 2 [1-4]; P=.91), pain 10 minutes after examination (1 [0-3] compared with 1 [0-2.5]; P=.24), general unpleasantness (3 [1-5] compared with 3 [1-5]; P=.90), anxiety during examination (3 [1-5] compared with 3 [1-5]; P=.61), satisfaction with the information about the procedure (10 [9-10] compared with 10 [9-10]; P=.88), and overall satisfaction (10 [9-10] compared with 10 [9-10]; P=.54) were also not different between the two study groups. In a multivariate linear regression analysis, study center (P=.028), body mass index (P=.033), and smoking status (P=.025) independently affected the reduction of anxiety. Video colposcopy does not reduce anxiety in women undergoing colposcopy. ClinicalTrials.gov, NCT02697175.

Addressing maths anxiety within the curriculum

Maths anxiety is a situation-specific anxiety condition which is particularly prevalent in mature students. Previous negative learning experiences with maths condition the brain into maths avoidance behaviours which impacts on students’ choices, their self-efficacy, and their curriculum progression. Otherwise-capable students find themselves unable to study effectively and put-off studying until the last minute. This paper discusses some of the strategies implemented as part of an ongoing collaborative project between the Department for Lifelong Learning (DLL), the Mathematics and Statistics Help centre (MASH), and the Specialist Learning Difference (SpLD) service at the University of Sheffield, the aim of which is to reduce anxiety and engage students to the learning of university mathematics.