Students Fear Research Articles

Fear and anxiety of medical sciences students during the COVID-19 pandemic in Iran: A web-based cross-sectional study

Since the start of the epidemic, Iran has been severely impacted by the Coronavirus Disease 2019 (COVID-19). Therefore, measuring the level of fear and anxiety in students can effectively help policymakers and educational administrators to be able to take practical actions to reduce fear and anxiety in students by using existing mechanisms. This research investigated the anxiety and fear in Iranian university students during the COVID-19 pandemic and explored the potential influential factors. Data on participants was collected using a web-based cross-sectional survey using an online questionnaire distributed via social media platforms. The Corona Disease Anxiety Scale and Fear of COVID-19 Scale measured the presence of anxiety and fear in participants. The Odds Ratio (95% CI) was calculated using logistic regression models. A total of 1,146 individuals with a mean age of 22 (SD=3.67) years participated in the study. The prevalence of anxiety among participants was 30.9%. The mean anxiety and fear of COVID-19 score among the participants was 13.71 (SD=4.51). According to this study, the adjusted odds of having psychological symptoms, physical symptoms, and total anxiety increased in subjects who were not single and Ministry of Science or Research and Technology (MSRT) students. The adjusted odds of psychological symptoms and total anxiety were also decreased in the individuals who sometimes and rarely followed COVID-19 news. Physical symptoms were reduced in some of the family members who did not have COVID-19 and in those who were not concerned about universities being opened and the adverse effects of COVID-19. University students have been significantly affected by the COVID-19 confinement. It has been suggested that universities must prioritize the mental health of their students during such challenging times.

The Students’ Anxiety in Learning English at the Eighth Grade of SMPS

The research focuses on the different types of anxiety experienced by students while learning English and the factors that cause this anxiety among eighth grade students at SMPS Elhafidziyah. Using a qualitative approach, this study collected data through observation and interviews, using descriptive analysis for data interpretation. The findings revealed that students in eighth grade at SMPS Elhafidziyah there are two kinds of anxiety were experienced by the students in learning English at the Eighth Grade of SMPS Elhafidziyah, they are State Anxiety, it caused students were very stressful about having to speak in front of the class and trait anxiety, the students fear and did not understand all the language. There were three factor such as factor type of task, the students felt anxious in practicing the speaking class; fear of making mistakes, most of students afraid to make mistake, the role of the language teachers.

Creating a Modern Bestiary

Abstract This essay demonstrates the ways in which one assignment, the creation of a class bestiary, fulfills the course outcomes of a first-year seminar course introducing students to reading and writing in the humanities. Evolving from the critical field of monster theory, the assignment crumples the timeline between the medieval and the modern in four distinct ways: it responds to the anxieties of identity and definitions of the human by exploring questions of hybridity; it centers concerns about nature and the environment; it opens conversations about race and stereotypes through animal imagery; and it considers the role of technology and classification in shaping the future. The assignment reveals that student fears for the future, not merely of the individual, but of the human species and even the planet itself need to be addressed more deliberately in first-year courses and suggests methods for revising the course to help students articulate and respond to the anxieties of the twenty-first century, even as they look back and contemplate their connections with the past.

DEVELOPING STRATEGY TO TACKLE THE CHALLENGE OF EXAMINATION MISMANAGEMENT AND MALPRACTICE IN COLLEGES OF EDUCATION IN THE NORTH-WEST GEO-POLITICAL ZONE, NIGERIA

Colleges of Education as teachers training institutions in Nigeria have already established policies on the management of examinations but, examination malpractices are still prevailing. Tackling this menace of examination malpractices there is needs for practical strategies different from what is already in operation in Colleges of Education. The purpose of this study was to develop strategies to effectively tackle examination mismanagement and malpractice in Colleges of Education in the North-West Geo-political Zone of Nigeria. The institutional theory and deterrence theory guided the study. The sample size for this study constituted 836 from the total number of 8,360 populations. Proportionate stratified sampling was used to select lecturers and students, simple random sampling for Exams admin officer and further purposive sampling for Deans of schools and Deputy Provosts Academics. The study adopted a mixed methods design. The data was collected using questionnaires, interview schedules, focused group discussions and document analysis. The reliability of the instrument was tested using the Cronbach’s Alpha method and an index value of 0.742 was obtained. The Quantitative Data from the questionnaires were analyzed using frequency count, mean score and the Qualitative Data from interview and focus group discussion were analyzed using transcribed verbatim acquired from the audio recordings. The findings reveal that, students fear of failure, poor invigilation among others are the main factors contributing to examination mismanagement and malpractice. Also, Colleges of Education has already clear policies they are using to reduce exams mismanagement and malpractice and this have shown some success in reducing overt cases of malpractice but their overall effectiveness is limited due to systemic challenges. Finally, increasing the penalties for examination malpractice, improving invigilators training, using biometric identification, installing CCTV cameras in exam halls, increasing public awareness of examination malpractice, and strengthening exam material security procedures are some of the major strategies to mitigate examination mismanagement and malpractice in Colleges of Education. The study recommended installation of Closed Circuit Television (CCTV) cameras in examination halls to deter malpractice and improvement of invigilation processes among others.

Comparison of Attitude, Fear, and Stigma towards Psychiatric Disorders in Medical Interns of Birjand University of Medical Sciences before and after Training in the Psychiatry Department of Imam Reza Hospital

Introduction: Work and activity in the psychiatry department affect the scope of people's thinking and judgment and their performance. Considering that similar studies in this field are limited in the country and there has been no study in this field in South Khorasan province, this study aimed to compare the state of attitude, fear, and stigma towards psychiatric disorders in medical interns before and after training. It was in the psychiatric ward. Method: The present study is descriptive and comparative. Our study population was the students of the psychiatry department in the academic year 1401-1402. In this study, the abbreviated form of the OMI questionnaire was used to evaluate students' attitudes regarding psychiatric disorders, the stigma questionnaire of health care providers (OMS_HC) was used to assess stigma, and the Lerary negative evaluation short form questionnaire was used to assess fear. Results: The average score of attitude, fear and stigma among students at the beginning and end of the study was not significantly different from each other (P>0.05). The average changes in attitude, fear and stigma scores according to gender, educational level, marital status, place of residence of students did not differ significantly from each other (P>0.05). Conclusion: The educational programs of the psychiatry department do not lead to the reduction of astigma, fear and increase of students' attitudes compared to the beginning of the study in medical students. The training program for medical interns in the psychiatry department should be revised.

울산지역 일부 고등학생의 치과공포에 대한 관련요인 분석

This study explored the effects of personal characteristics on dental fear in some high school students in Ulsan, and studied the correlation and causal relationship between general fear and dental fear. Data collection was conducted with 401 students enrolled in three high schools from April 22 to May 30, 2024. The validity and reliability of the questionnaire tool were analyzed by applying exploratory factor analysis and principal component analysis, and individual substrate types were classified through cluster analysis. Through t-test, one-way ANOVA, and Scheffe's post-test, the difference in fear related to dental treatment and general fear according to personal characteristics was compared, and the causal relationship between personal characteristics, general fear factors, and fear factors related to dental treatment was identified through path analysis. As a result of the study analysis, female students felt more fear in general than male students, and there was a significant difference between dental fear and general fear according to individual temperament, and as a result of studying the influence relationship between each factor through path analysis, the factor that has the greatest influence on the fear related to dental treatment was found to be the fear of physical threats. On the other hand, fear varies depending on temperament in all fear factors, so a customized approach is necessary to control dental fear.

중국인 유학생의 지각된 차별감과 두려움이 대학생활만족에 미치는 영향 : 한국어능력의 조절효과를 중심으로

This study was conducted to confirm the effect of perceived discrimination and fear of Chinese international students studying at Korean universities on college life satisfaction and to verify whether students' Korean language skills have a moderating effect in their relationship. For the study, a survey was conducted on Chinese international students enrolled in Korean universities, and 203 response data collected from students under the age of 24 were analyzed with the SPSS 22.0 statistical program. As the results of the study, first, it was confirmed that both perceived discrimination and fear negatively impacted college life satisfaction among international students. Second, a significant moderating effect of Korean language ability was confirmed in the relationship between perceived discrimination and fear of international students on college life satisfaction. The results of this study suggest that in order to increase the level of satisfaction with college life by Chinese international students, the resolution of perceived discrimination and fear of international students are important factors, and that it is necessary to improve Korean language skills as a way to alleviate the decline in college life satisfaction due to perceived discrimination and fear. Based on this, it was proposed that both Chinese and other international students should enhance their emotional and psychological well-being, along with their Korean language skills, to successfully adapt to Korean society and become healthy members of a multicultural community through increased college life satisfaction.

EFFECT OF CREATIVE TEACHING STRATEGY IN ELIMINATING MATHEMATICS THREATS AMONG THE SECONDARY SCHOOL STUDENTS

Mathematics is considered a core subject at universal level. Unfortunately, learners always face difficulty in learning mathematics. Most of the students fear even to hear about the subject mathematics. There is a stereotype threat in mathematics among the students that mathematics is a difficult subject, and it could not be picked up or grasped so easily by everyone and it is not a cup of tea of everyone and so on. This notion pulls back the mathematical achievement of the students in general. The investigators felt immense need to find out the effect of creative teaching strategy in eliminating mathematics stereotype threat among the secondary school students and thereby techniques to increase students’ interest, attitude towards mathematics and learning achievement in mathematics. Stereotype threat in mathematics is a situational predicament in which people feel themselves to be at risk of conforming to stereotypes about their social group regarding the subject mathematics, like mathematics is the most difficult and abstract subject, boys/girls cannot follow mathematics easily, mathematics teachers are very strict and sensitive etc. Creative teaching strategy means an innovative way of teaching where the teacher uses novel ideas and techniques to transform the learning content to students in an innovative way and thereby achieve students’ attention, interest and arouse curiosity for further learning. Design of the study is pre-test & post-test equivalent group design, where 30 students from the secondary school were selected in an experimental sample and 30 students were in control group Sample was selected after identifying the students who faced the problem of mathematics stereotype threat through the administration of mathematics stereotype threat scale. Then the investigators provided treatment to the experimental group through 10 creative mathematics lessons. A post-test was administered after the completion of treatment to identify the effect of creative Teaching strategy in eliminating mathematical threats among secondary school students. Statistical techniques such as t-test were applied. This study provides a route map to mathematics teachers and students on how to improve the mathematics achievement of students by eliminating the stereotype threat developed among them.

현직 체육교사의 표현활동에 관한 인식과 지도의 어려움

Objectives The purpose of this study was to analyze the understanding of physical education teachers' expression activity classes and physical education class experiences. In the field of physical education, we would like to investigate the difficulties and limitations of awareness and teaching of expression activity classes. Methods Three physical education teachers participated in the study and analyzed qualitative case studies. Open questionnaires and in-depth interviews were conducted to collect related data, and in order to analyze the collected data, the meaning of all the experiences and processes of current teachers' expression activity classes was analyzed in accordance with the four stages of analysis by Clandin & Connelly (2000). Results As a result of the study, first, teachers had different views and perceptions of the expression area depending on their experience in expression activity classes. Second, among the difficulties in expression activity classes, teachers showed fear of students due to the burden of demonstration. Third, it was found that teachers thought the evaluation of expression activity classes was burdensome. Fourth, it was found that various environmental factors prevented access to the expression area in the school field. Conclusions Physical education teachers should reflect on the area of expression and have expertise in the area of expression. Teachers and prospective teachers should abandon their preconceived notions about dance subjects and expression areas and study the expression area on their own so that they can restore confidence and practice classes.

Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses

BackgroundFear of negative evaluation, defined as a sense of dread associated with being unfavorably evaluated in a social situation, is the primary factor underlying student anxiety in college science courses and is disproportionately experienced by students who are underserved in science. Yet, it is unknown why fear of negative evaluation disproportionately affects these students and what can be done to reduce student fear of negative evaluation. Academic social comparison describes how students perceive themselves compared to their peers with regard to desirability as a groupmate, the extent they fit in among others in their major, and academic talent. We hypothesize that academic social comparison mediates the relationship between student identities and fear of negative evaluation, where individuals with underserved identities in science may perceive themselves as “less than” their peers, contributing to their fear of negative evaluation. We surveyed 909 undergraduate science majors across 15 research-intensive institutions in the United States (U.S.) to assess: (1) To what extent do student identities predict fear of negative evaluation among science undergraduates? and (2) For identities that significantly predict fear of negative evaluation, to what extent does academic social comparison mediate the relationship? We used regression, single-mediator models, and multi-mediator models to address our research questions.ResultsWomen/non-binary and LGBTQ + science majors reported disproportionately high fear of negative evaluation compared to men and non-LGBTQ + science majors. Women/non-binary and LGBTQ + students also expressed lower academic social comparison relative to their respective counterparts, meaning they perceive themselves as less than their peers with regard to their desirability as a groupmate, the extent to which they fit in among others in their major, and their academic talent. Academic social comparison partially mediated the relationship between fear of negative evaluation and both gender and LGBTQ + status. Major fit, defined as the extent to which students perceive they fit in among others in their major, was found to be the primary mediating subconstruct of academic social comparison for both gender and LGBTQ + identities.ConclusionsWomen/non-binary and LGBTQ + science majors perceive themselves as less than their peers to a greater extent than men and non-LGBTQ + science majors, contributing to their higher fear of negative evaluation in college science course. Major fit, defined as the extent to which students feel they fit in with others in their major, is the subconstruct of academic social comparison that had the strongest influence on fear of negative evaluation in our sample. Academic social comparison is a promising target for future efforts aimed at decreasing fear of negative evaluation in active learning college science courses.

Teaching Speaking Through Communicative Games: Indonesian English Teacher Best Practice

The researcher found fears of students making mistake are among the challenges the researcher has identified while working with students' English language skills. The students of SMK Wikrama 1 are generally energetic and like doing fun activities. Because of that, the researcher decided to use communicative games as a means of enhancing students' oral communication skills in the eleventh grade at Smk Wikrama 1 in Banjarmasin. Experimental designs such as one-group pre-test-post-test or pre-experimental designs will be employed in this study. A total of fourteen students from SMK Wikrama 1, who were in the eleventh grade, participated in this study. The data was derived from the students' scores on both the pretest and posttest. The researcher will utilize SPPS and the dependent T-test formula to assess the data. The results of the t-test for one-sample paired indicate that students' speaking skills were lower before and after the use of communicative games, with the former having a mean score of 62.86% and the latter of 71.07%. Treatment improved students' speaking skills compared to pre-treatment scores. The results show that eleventh graders at SMK Wikrama 1 Banjarmasin are improving their speaking abilities via the use of communicative games. Keywords: Communicative games; Speaking skill

Application of Kahoot Online Media to Critical Thinking in Mathematics for Grade V Students of SDN 1 Tambahrejo

The aim of this research is to determine the influence of the online media Kahoot on the average results of critical thinking scores in mathematics for class V students. Mathematics is the main subject introduced at the elementary, middle and high school levels. This is different from conditions in the field where mathematics is a fear for students because they think that this subject is difficult. This is proven by the low average scores obtained by students. Students sometimes don't focus on working on questions and get bored quickly because they deliver material that seems monotonous. This assistance in mathematics subjects, especially critical thinking skills, was experienced by fifth grade students at SDN 1 Tambahrejo. The type of research is quantitative Pre Experimental in a One Group Pretest Posttest design. Data collection uses several techniques, namely observation, interviews, documentation and tests. In this research, the sample used was 19 fifth grade students at SD N 1 Addahrejo. The results of this research show that the average value of the pretest data is 41.37, while the average posttest value shows a result of 80.58. Based on this data, students experienced an increase in the average value of 39.21. Based on the presentation of the results of the data obtained, it shows that there is an influence, namely the difference in the average value of critical thinking in mathematics for class V students through the use of the online media Kahoot. Keywords: critical thinking, elementary school, kahoot, media

"I Don't Think a Broken Spirit Can Be Quantified": Perceptions of College Victimization and Its Consequences Among Students at a Hispanic-Serving Institution.

This study investigated students' perceptions of victimization among college students (e.g., extent, location, consequences) through eight focus groups at a large, urban Hispanic-serving institution. Understanding students' perceptions of crime sheds light on the consequences of victimization as well as the cognitive, emotional, and behavioral impacts of the possibility of experiencing victimization. Our results yielded several key findings that warrant further discussion: (1) victimization-particularly sexual and property victimization-is an issue that many students thought about extensively and viewed as important; (2) the psychological impact of victimization and threatened sense of safety were perceived to be enduring consequences of victimization that can impact the college experience; (3) there was nuance to perceptions of "on-" versus "off-" campus victimization, with consequences carrying over to campus life even when incidents occur off campus; and (4) participants expressed both moral and conceptual issues with assigning a dollar amount to consequences of victimization. These results inform how perceptions of victimization risk and anticipated consequences shape student fears and behavior, while also highlighting key areas that universities may consider for prevention and intervention efforts.

May the Force(s) be with You: The Utility of Using a Game-Based Approach to Teach Biomechanics

Many high school students fear and dislike introductory biomechanics, which can add to the challenges physical educators face in teaching and supporting their students’ learning. There is evidence that active and participative learning approaches can improve student engagement with and understanding of biomechanical concepts. This can be done by teaching the theoretical and practical components of biomechanics within a specific pedagogical approach, namely Teaching Games for Understanding (TGfU). As TGfU has been shown to significantly improve student engagement and learning in a wide variety of other related disciplines, this article provides strategies for introducing biomechanics using the TGfU pedagogy framework—which may also benefit STEM engagement and the application of STEM-related knowledge.

Impact of online psychological services on academic achievement and COVID-19 fear in students with addicted parents

BackgroundThe use of online psychological services has shown potential in alleviating mental health concerns during the coronavirus epidemic. This study aimed to investigate the effects of online psychological services on COVID-19 fear and academic achievement among students with addicted parents. MethodsThe current study is a quasi-experimental study with pretest, posttest, and control group. The statistical population of this study included all male and female students in Tehran province in 2022. In order to select the sample, the call to participate in the study was made by the social media (Telegram, WhatsApp, Instagram, LinkedIn) for two months. Then, corona fear questionnaire link was sent to the email addresses of the respondents and 120 students who met the inclusion criteria were selected as the sample of the study. In the next stage, 120 students were randomly assigned in the experimental and control groups. After 8 online sessions, 4 students from the experimental group and 5 students from the control group ended their cooperation due to personal reasons and as a result, 56 and 55 students constituted the experimental and control groups, respectively. ResultsThe results indicated a significant increase in academic achievement for students in the experimental group post-intervention compared to the control group. Additionally, online psychological services appeared to mitigate COVID-19 related fears. ConclusionThis study suggests that online psychological services play a pivotal role in enhancing student's mental well-being during the COVID-19 epidemic.

Serving to Learn: Increasing Agriculture Students Self-Efficacy Through Service-Learning

Service learning is a form of experiential learning that helps students be able to both apply concepts and provide a benefit to an organization, individual, or group other than the learner. The lack of efficacy of our students with the complex skills learned in many agriculture courses brings about a sense of fear and trepidation in students that can cause them to either not engage with the material/skill or do so in an ineffective manner. Service learning was used in a course that has had low levels of efficacy associated to help motivate students to learn and practice the skills being taught. Students in an agricultural mechanics course engaging in activities with Habitat for Humanity progressed through Bandura’s four types of learning experiences integral to the efficacious establishment of a behavior in two directions. Using Constant Comparative method to analyze the reflections of the students it was determined that they progressed through the activity from the perspective of students, moving from the least to most efficacious. They then, with no prompting, reflected backwards from the perspective of most to least efficacious as they began to reflect on how they would facilitate communicating or teaching these same concepts to novices.

COACHING DAN PEMBINAAN MINAT WIRAUSAHA PADA MAHASISWA GEN-Z


 ABSTRACT
 The Indonesian government aims to become the country with the largest economy in the world by 2030, one strategy being the development of national entrepreneurship. In addition to the entrepreneurship courses required for students, the P2MW competition program organized by the Ministry of Education and Culture is also part of the effort to achieve this national economic target. However, reaching out to Gen-Z presents its own set of challenges. This service takes the form of guidance and training specifically designed to increase students' entrepreneurial interest, as well as efforts to identify the limitations or obstacles they face. The outcomes of this service include the discovery of obstacles that instill fear in Gen-Z students regarding entrepreneurship, as well as innovative ways to address and explain these obstacles.

Implementing internet-based cognitive behavioural therapy (moodgym) for African students with symptoms of low mood during the COVID-19 pandemic: a qualitative feasibilty study.

Online therapies have been shown to be effective in improving students' mental health. They are cost-effective and therefore have particular advantages in low-income countries like Zambia where mental health resources are limited. This study aimed to explore the perceived impact of the COVID-19 pandemic and the feasibility of implementing an Internet-Based Cognitive Behavioural Therapy (iCBT) intervention ('moodgym') to improve resilience in vulnerable Zambian students. The study was a qualitative interview study. Participants identifying as having symptoms of low mood and completing a baseline, online survey (n = 620) had the option to volunteer for a semi-structured interview to explore views about their experience of the pandemic and the acceptability and perceived benefits and limitations of using moodgym. A total of 50 students (n = 24 female, n = 26 male) participated in the study. One theme with 4 sub-themes, captured the severe emotional and social impact of the COVID-19 pandemic. A second, very strong theme, with 5 sub-themes, reflected the considerable negative effects of the pandemic on the students' educational experience. This included the challenges of online learning. The third theme, with three subthemes, captured the benefits and acceptability of moodgym, particularly in terms of understanding the relationship between thoughts and feelings and improving academic performance. The fourth theme described the technical difficulties experienced by students in attempting to use moodgym. COVID-19 caused fear and impacted wellbeing in vulnerable students and severely impaired the quality of students' educational experience. The findings suggest that moodgym might be a valuable support to students in a low-income country.

Online to Face-to-Face Learning Transition: Its Psychological Effect

This study explores the psychological impact of transitioning from online to face-to-face learning among 2nd-year Psychology students at the University of Cebu – Main Campus during the academic year 2022-2023. The challenges faced during this transition and the participants' lived experiences are discussed. Using qualitative research employing purposive sampling, second-year psychology students were selected for one-on-one interviews. Thematic analysis of transcribed interviews identified 11 emergent themes, categorized into three overarching themes addressing sub-problems. Challenges during the transition were classified under "Challenges Experienced on Transitioning from Online Class to Face-to-Face Classes," with five emergent themes covering academic preparedness, student fear, financial issues, transportation hassles, and struggles with early wakeups. Emotional and mental well-being challenges were grouped under "Challenges that Affect the Emotional and Mental Well-Being of the Participants," featuring stress, anxiety, and a lack of interaction. How participants dealt with challenges fell under "Ways of the Participants in Dealing with the Challenges Met," with themes of responsibility and positivity.

Analysis of College Students’ Online Social Media Behavior and Its Impact on Mental Health

Abstract To explore the correlation between college students’ social media behaviors and their mental health in the context of the network era in order to provide some empirical evidence for college students’ mental health education in the new period and new situation. In this paper, we first introduce the attention mechanism to optimize the LSTM network model to extract the features of college students’ online social media behaviors and combine it with the weighted cross-entropy cost function to improve the speed of the model when extracting behavioral features. Then, the fitness function of the genetic algorithm is used to analyze the distance between the feature samples, and the optimal features are selected through the selection strategy and cross-variance operation to obtain the college students’ online social media behavior. The analysis of the impact of social media behavior on mental health found that there is a significant difference in the level of misplaced fear and self-differentiation of students with different average use times of social media (P=0.024<0.05). The score of misplaced fear of students with a use time of less than 1h is only 22.18 points, and the level of self-differentiation reaches 119.86 points. The positive detection rate for depression was 82.61% among students who engaged in negative social media behavior for more than 6 hours. The analysis results of this paper provide reference data for managing college students’ social media behavior and new ideas for improving college students’ mental health.