Science.gov

Sample records for impacting student anxiety

  1. The impact of social anxiety on student learning and well-being in higher education.

    PubMed

    Russell, Graham; Topham, Phil

    2012-08-01

    This paper reports findings from two complementary web-surveys conducted in the UK, in which 787 university students described their experiences of social anxiety. The aim was to explore the impact of social anxiety on student learning and well-being in the context of higher education. Participants self-selected using a screening tool and completed a web-based questionnaire. The findings are consistent with previous research on social anxiety and suggest that for a significant minority of students, social anxiety is a persistent, hidden disability that impacts on learning and well-being. The findings highlight the need for enhanced pedagogic support for students with social anxiety.

  2. Math Anxiety: Cause, Impact and Challenge to Black Students.

    ERIC Educational Resources Information Center

    McClellan, Kathryn T.

    The underrepresentation or absence of blacks in many science and engineering areas is of major concern. A strong mathematics background is essential to success in these fields, and mathematics anxiety is the greatest obstacle facing many black students. Seven common causes of mathematics anxiety among blacks are listed: low expectations and…

  3. Math Anxiety: Cause, Impact and Challenge to Black Students.

    ERIC Educational Resources Information Center

    McClellan, Kathryn T.

    The underrepresentation or absence of blacks in many science and engineering areas is of major concern. A strong mathematics background is essential to success in these fields, and mathematics anxiety is the greatest obstacle facing many black students. Seven common causes of mathematics anxiety among blacks are listed: low expectations and…

  4. The impact of exams anxiety on the level of triglycerides in university female students.

    PubMed

    Maimanee, Tahia A

    2010-04-01

    Anxiety affects the level of blood fats such as the triglycerides according to several studies conducted in various conditions causing anxiety as exam for the university students. The health experts suggested that the anxiety works to stimulate the autonomic nervous system which in turn leads to the appearance of a group of physiologic symptoms. The current study showed the changes happened in the triglycerides' levels in the female university students before and after exams at the intermediate anxiety level compared to other high and low levels of anxiety. In addition, there was a difference in triglycerides' levels in female students of college of Science before and after exam. This difference did not appear in case of other colleges. The exam type had an impact as the significant difference appeared in the triglycerides' levels during the periodical tests and these differences did not appear in the final exam.

  5. Emphasis on Conceptual Knowledge and Its Impact on Mathematics Anxiety for Community College Students

    ERIC Educational Resources Information Center

    Khoule, Alioune

    2013-01-01

    The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses.…

  6. Impact of terrorism on health and Hospital Anxiety Depression Scale screening in medical students, Karachi, Pakistan.

    PubMed

    Nasim, Sara; Khan, Mahjabeen; Aziz, Sina

    2014-03-01

    To determine the association of terrorism with psychiatric morbidity by Hospital Anxiety Depression scale among medical students in Karachi, Pakistan. The questionnaire based cross-sectional survey was conducted from February to March 2011 and comprised students of the Institute of Physical and Medical Rehabilitation and the Dow Medical College, Dow University of Health Sciences, Karachi. The study tool was a validated Hospital Anxiety Depression scale questionnaire. The data was analysed on SPSS 16. Factor analysis was performed to check which factors had the most influence. Overall there were 1036 respondents. The impact of terrorism on physical, social and mental health was 40 (3.9%), 178 (17.2%) and 818 (79%) respectively. There was an association of terrorism in 980 (84.6%) respondents with psychiatric morbidity. There was an association of terrorism with psychiatric morbidity in majority of respondents. The significant risk factors were age, gender, physical, mental and social health and the desire to live in Pakistan.

  7. The Impact of Speaking Component of an Institutional Test on Bilingual Students' Anxiety Level

    ERIC Educational Resources Information Center

    Ramos, Selen

    2017-01-01

    The aim of the current study was to investigate whether bilingual university/ college students may have speaking test anxiety. Additionally, it was examined whether there were differences in anxiety levels among bilingual students according to gender. To collect data, 140 bilingual university students were given a GEP-TAS (General English…

  8. The Impact of Perceived Barriers, Academic Anxiety, and Resource Management Strategies on Achievement in First-Year Community College Students

    ERIC Educational Resources Information Center

    Heller, Monica L.; Cassady, Jerrell C.

    2017-01-01

    The current study explored the impact of internal and external barriers (e.g., academic anxiety, employment) that place subgroups of college students at risk for academic failure in the first year. The mitigating potential of academic resource management strategies (e.g., time-study environment) was also examined. In a sample of 885 first-semester…

  9. The Impact of Death Education on Fear of Death and Death Anxiety Among Human Services Students.

    PubMed

    McClatchey, Irene Searles; King, Steve

    2015-01-01

    Human services professionals will undoubtedly work with the dying and bereaved populations at one time or other. Yet, they are poorly prepared to do so since death education, that is, lessons about the human and emotional aspects of death, its implications, and subsequent bereavement issues, is often not part of their curriculum. This nonequivalent comparison group study (N = 86) examined death fear and death anxiety among human services students before and after receiving death education using the Multidimensional Fear of Death Scale. The results showed a statistically significant decrease in death anxiety among the group of students who participated in death education compared to those who did not.

  10. Mathematics Anxiety in Secondary School Students

    ERIC Educational Resources Information Center

    Ng, Lay Keow

    2012-01-01

    The detrimental consequences of mathematics anxiety have repeatedly been evidenced empirically, yet little is known of its influence on secondary school students in Asia. This study thus examined its origins and impact on 294 secondary students in Singapore through interviews and surveys. Results revealed an average anxiety level of 44% and a…

  11. Factors Affecting the State Anxiety Level of Higher Education Students in Macau: The Impact of Trait Anxiety and Self-Esteem

    ERIC Educational Resources Information Center

    Cheung, Hoi-Yan

    2006-01-01

    The aim of this study is to find out the levels of anxiety of 589 day- and night-class students in higher education in Macau two weeks before the final examination period. The Chinese version of the 40-item Spielberger's State-Trait Anxiety Inventory (Spielberger, Gorsuch & Lusherier, 1970) was applied in this study. The two anxiety scales are…

  12. Factors Affecting the State Anxiety Level of Higher Education Students in Macau: The Impact of Trait Anxiety and Self-Esteem

    ERIC Educational Resources Information Center

    Cheung, Hoi-Yan

    2006-01-01

    The aim of this study is to find out the levels of anxiety of 589 day- and night-class students in higher education in Macau two weeks before the final examination period. The Chinese version of the 40-item Spielberger's State-Trait Anxiety Inventory (Spielberger, Gorsuch & Lusherier, 1970) was applied in this study. The two anxiety scales are…

  13. Measuring Developmental Students' Mathematics Anxiety

    ERIC Educational Resources Information Center

    Ding, Yanqing

    2016-01-01

    This study conducted an item-level analysis of mathematics anxiety and examined the dimensionality of mathematics anxiety in a sample of developmental mathematics students (N = 162) by Multi-dimensional Random Coefficients Multinominal Logit Model (MRCMLM). The results indicate a moderately correlated factor structure of mathematics anxiety (r =…

  14. "Tackling Test Anxiety": A Group for College Students

    ERIC Educational Resources Information Center

    Damer, Diana E.; Melendres, Lauren T.

    2011-01-01

    Test anxiety is ubiquitous on college campuses and negatively impacts academic progress as well as overall mental and physical health. Some students develop test anxiety due to poor study skills, while others experience debilitating anxiety despite adequate preparation. In this article, a session-by-session description of a 4-week group…

  15. It's Only Maths: The Potential Impact of a Mentoring Project to Ameliorate Mathematics Anxiety in Teacher Education Students

    ERIC Educational Resources Information Center

    Perkins, Timothy

    2016-01-01

    This paper presents initial data from a study being undertaken into the potential effects of a mentoring program for teacher education students who have self-identified as suffering from mathematics anxiety. The first phase of the study saw 8 primary teacher education students opt into a program matching them in pairs with 4 mentor teachers who…

  16. The Beneficial Impacts of Applying Formative Assessment on Iranian University Students' Anxiety Reduction and Listening Efficacy

    ERIC Educational Resources Information Center

    Bayat, Abbas; Jamshidipour, Ahmadreza; Hashemi, Masoud

    2017-01-01

    This study investigated the continuous influence of applying formative assessment on EFL (English as a foreign language) learners' anxiety and listening efficacy. The participants, divided into an experimental and a control group, were 60 Iranian EFL learners in an English-language institute. This study thus highlights the pedagogical implications…

  17. Students' anxiety in a senior thesis course.

    PubMed

    Wood, M R; Palm, L J

    2000-06-01

    The State-Trait Anxiety Inventory was administered on Weeks 8, 12, and 15 of a semester to 16 students enrolled in a senior thesis course. State anxiety scores were elevated when oral presentations began and declined following the presentations. Trait anxiety scores remained constant across test administrations. The influence of situational variables on students' anxiety was discussed.

  18. Biofeedback and Counseling for Stress and Anxiety among College Students

    ERIC Educational Resources Information Center

    Ratanasiripong, Paul; Sverduk, Kevin; Prince, Judy; Hayashino, Diane

    2012-01-01

    With the rise in stress and anxiety among college students, there is a need for more comprehensive and effective counseling options for counselors in college counseling centers. This study investigated the impact of using biofeedback and brief counseling in treating stress and anxiety in an ethnically diverse college student population. Results…

  19. Biofeedback and Counseling for Stress and Anxiety among College Students

    ERIC Educational Resources Information Center

    Ratanasiripong, Paul; Sverduk, Kevin; Prince, Judy; Hayashino, Diane

    2012-01-01

    With the rise in stress and anxiety among college students, there is a need for more comprehensive and effective counseling options for counselors in college counseling centers. This study investigated the impact of using biofeedback and brief counseling in treating stress and anxiety in an ethnically diverse college student population. Results…

  20. The Comparative Impact of Face-to-Face Instruction and Video Conferencing Instruction on Students' Anxiety Levels

    ERIC Educational Resources Information Center

    McKnight, Jodi L.

    2010-01-01

    The purpose of the study is to contribute knowledge to the existing body of psychological research in the area of emotional responses, particularly anxiety, and learning environments. It also contributes to other areas of the literature, including education and technology. Hove and Corcoran (2008) recommended investigating students' emotional…

  1. The Comparative Impact of Face-to-Face Instruction and Video Conferencing Instruction on Students' Anxiety Levels

    ERIC Educational Resources Information Center

    McKnight, Jodi L.

    2010-01-01

    The purpose of the study is to contribute knowledge to the existing body of psychological research in the area of emotional responses, particularly anxiety, and learning environments. It also contributes to other areas of the literature, including education and technology. Hove and Corcoran (2008) recommended investigating students' emotional…

  2. Do High Ability Students Have Mathematics Anxiety?

    ERIC Educational Resources Information Center

    Yeo, Kai Kow Joseph

    2004-01-01

    This exploratory study investigates the level of mathematics anxiety among 116 high ability Secondary Two students. These students were from the top 10% of the Secondary Two students in Singapore. Mathematics Anxiety was measured using the Fennema-Sherman Mathematics Anxiety Scale (MAS) (Fennema & Sherman, 1978) which consisted of twelve items…

  3. Mathematics Anxiety in Secondary Students in England

    ERIC Educational Resources Information Center

    Chinn, Steve

    2009-01-01

    Whatever the changes that are made to the mathematics curriculum in England, there will always remain a problem with mathematics anxiety. Maths anxiety is rarely facilitative. This study examined aspects of mathematics in secondary schools and how students rated them as sources of anxiety. Over 2000 students in independent and mainstream schools…

  4. Anxiety and Test Anxiety: General and Test Anxiety among College Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Custodero, Jeri Lyn

    2013-01-01

    This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning…

  5. Anxiety and Test Anxiety: General and Test Anxiety among College Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Custodero, Jeri Lyn

    2013-01-01

    This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning…

  6. Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

    ERIC Educational Resources Information Center

    Leatham, Lychelle

    2017-01-01

    This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

  7. Depression and Anxiety in University Music Students

    ERIC Educational Resources Information Center

    Wristen, Brenda G.

    2013-01-01

    Performance anxiety among musicians and music students has been widely addressed, but far less attention has been given to examining the rates and characteristics of broader mental distress in this population. This study examined depression and anxiety in music students at one university. A considerable number of students reported symptoms…

  8. Depression and Anxiety in University Music Students

    ERIC Educational Resources Information Center

    Wristen, Brenda G.

    2013-01-01

    Performance anxiety among musicians and music students has been widely addressed, but far less attention has been given to examining the rates and characteristics of broader mental distress in this population. This study examined depression and anxiety in music students at one university. A considerable number of students reported symptoms…

  9. Social support and performance anxiety of college music students.

    PubMed

    Schneider, Erin; Chesky, Kris

    2011-09-01

    This study characterized perceived social support and performance anxiety of college music students, compared characteristics to those of non-music majors, and explored the relationships between social support and performance anxiety. Subjects (n = 609) completed a questionnaire that included demographics, the Multidimensional Scale of Perceived Social Support (MSPSS), and visual analog scale measures of performance anxiety. Results showed that music majors perceived significantly lower levels of social support from significant others when compared to non-music majors. Perceived social support was significantly correlated with measures of performance anxiety. Students with greater perceived social support reported less frequent anxiety and lower levels of impact of anxiety on ability to perform. These findings may have practical implications for schools of music and conservatories.

  10. Mathematics Anxiety and the Underprepared Student.

    ERIC Educational Resources Information Center

    Godbey, Cathy

    This article discusses the symptoms and causes of math anxiety, and preventative measures that teachers can use to alleviate the stress some students experience in mathematics problem solving. Mathematics anxiety is defined as "feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems…

  11. Social anxiety in medical students: Implications for communication skills teaching.

    PubMed

    Laidlaw, Anita H

    2009-07-01

    Social anxiety manifests as a fear of social situations, including being observed by others (Bruce & Saeed 1999). Communication skills workshops frequently involve student performance being observed by others, therefore social anxiety may impact upon attitudes to this style of teaching. To determine the levels of social anxiety amongst medical undergraduates and investigate whether this influenced attitudes towards communication skills teaching. 247 medical students (three year groups, 60% female) from the University of St Andrews completed a questionnaire survey measuring levels of social anxiety and attitudes to communication skills teaching (Mattick & Clarke 1998; Rees et al. 2002 ). Average social anxiety scores in the students were lower (t-tests, P < 0.001) than other groups measured by Mattick & Clarke (1998). A minority (8%) of medical undergraduates however experienced high levels of social anxiety. High social anxiety scores correlated with negative attitudes to communication skills teaching, especially among female students (r = 0.359, P < 0.0001). Social anxiety contributes to a negative attitude towards communication skills teaching and may impact on participation in group workshops. This information could influence the methods tutors use for the provision of feedback in such workshops.

  12. Impact of Evaluation Anxiety on Adult Learning.

    ERIC Educational Resources Information Center

    Sogunro, Olusegun A.

    1998-01-01

    Evaluation anxiety can have a significant impact on adult learning, and it is a generally inescapable part of teaching-learning transactions. Too much evaluation anxiety can be devastating. This paper examines the effects of evaluation anxiety on adult learning, discussing the causes, the control measures, and the implications for adult educators.…

  13. Mathematics anxiety in secondary students in England.

    PubMed

    Chinn, Steve

    2009-02-01

    Whatever the changes that are made to the mathematics curriculum in England, there will always remain a problem with mathematics anxiety. Maths anxiety is rarely facilitative. This study examined aspects of mathematics in secondary schools and how students rated them as sources of anxiety. Over 2000 students in independent and mainstream schools in England completed a 20-item questionnaire designed to investigate maths anxiety levels. The same questionnaire was given to over 440 dyslexic males in specialist schools within the same age range. The results showed that examinations and tests create high levels of anxiety in approximately 4% of students. The results suggest that certain aspects and topics in the maths curriculum, such as long division, cause similar levels of anxiety for students in all year groups in secondary schools.

  14. Research Anxiety among Turkish Graduate ELT Students

    ERIC Educational Resources Information Center

    Merç, Ali

    2016-01-01

    The purpose of this study was to investigate the level and predictors of research-related anxiety among graduate ELT students in the Turkish context. 81 MA and PhD students from 14 universities offering graduate programs in ELT responded to a background questionnaire, a research anxiety scale, and a research self-efficacy survey. The analysis of…

  15. Research Anxiety among Turkish Graduate ELT Students

    ERIC Educational Resources Information Center

    Merç, Ali

    2016-01-01

    The purpose of this study was to investigate the level and predictors of research-related anxiety among graduate ELT students in the Turkish context. 81 MA and PhD students from 14 universities offering graduate programs in ELT responded to a background questionnaire, a research anxiety scale, and a research self-efficacy survey. The analysis of…

  16. The Relationship between State and Trait Anxiety with Career Indecision of Undergraduate Students

    ERIC Educational Resources Information Center

    Mojgan, Fadaei Nasab; Kadir, Rusnani Abd.; Soheil, Saidian

    2011-01-01

    The aim of this study was to determine the relationship between state and trait anxiety with career indecision of Iranian undergraduate students. According to the literature anxiety has a strong impact on career indecision among students. However, there is controversy in research findings regarding the contribution of state and trait anxiety to…

  17. Factors Associated with Types of Mathematics Anxiety in College Students.

    ERIC Educational Resources Information Center

    Bessant, Kenneth C.

    1995-01-01

    Factor analysis of a version of the Mathematics Anxiety Rating Scale (MARS) and the Study Process Questionnaire (SPQ) given to (n=173) introductory statistics students found 6 factors: general evaluation anxiety, everyday numerical anxiety, passive observation anxiety, performance anxiety, mathematics test anxiety, and problem-solving anxiety. (39…

  18. Post-Secondary Educators' Perceptions of Students' Test Anxiety

    ERIC Educational Resources Information Center

    Connon, Hannah A.; Rash, Joshua A.; Allen Gerwing, Alyssa M.; Bramble, Beverly; Landine, Jeff; Gerwing, Travis G.

    2016-01-01

    Student test anxiety (TA) is a far-reaching concern in many post-secondary institutions as it can have a negative impact on student performance and retention. Educator perceptions of TA may influence the incidence of TA as well as treatment success. As such, we surveyed educators at a medium-sized Canadian university about their perceptions and…

  19. Perceived Family Impact of Preschool Anxiety Disorders

    PubMed Central

    Towe-Goodman, Nissa R.; Franz, Lauren; Copeland, William; Angold, Adrian; Egger, Helen

    2014-01-01

    Objective We examined the perceived impact of child anxiety disorders on family functioning, because such impact is a key predictor of mental health service receipt. Additionally, we examined the relative impact of preschool anxiety compared to other early childhood disorders, and whether this impact persisted after accounting for the effects of comorbidity, or varied by child age and sex. Method Drawing from a pediatric primary-care clinic and oversampling for children at risk for anxiety, 917 parents of preschoolers (ages 2–5 years) completed a diagnostic interview and reported on child psychiatric symptom impact on family finances, relationships, activities, and well-being. Results After accounting for comorbid disorders, families of children with anxiety were 3.5 times more likely to report negative impact of their child’s behavior on the family relative to non-disordered children. Generalized and separation anxiety had a similar impact on family functioning as ADHD and disruptive disorders. There was a significant family impact for girls with social phobia, whereas there was no impact for boys. Conclusions Preschool anxiety has a significant, unique impact on family functioning, particularly parental adjustment, highlighting the family impairment linked with early anxiety, and the need for further research on barriers to care for these disorders. PMID:24655653

  20. High Test Anxiety among Nursing Students

    ERIC Educational Resources Information Center

    Driscoll, Richard; Evans, Ginger; Ramsey, Gary; Wheeler, Sara

    2009-01-01

    Nursing programs can be highly stressful, and the investigation was undertaken to see if nursing students are more test anxious than students in other fields. The Westside Test Anxiety Scale has administered to 298 nursing students at two colleges, and to a comparison group of 471 high school and college students. Fully 30% of nursing students…

  1. Student Anxiety: Effects of a New Graduate Student Orientation Program

    ERIC Educational Resources Information Center

    Hullinger, Megan; Hogan, R. Lance

    2014-01-01

    A significant issue for U.S. institutions of higher education is reducing the anxiety of students in order to help increase retention rates and improve academic performance. The purpose of this study was to analyze the anxiety levels of incoming graduate students at a Midwest regional state university to determine if an online student orientation…

  2. Students' perceptions of school climate and trait test anxiety.

    PubMed

    Liu, Yang Yang

    2012-12-01

    In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

  3. The Relationship between Dimensions of Personality and Library Anxiety in Graduate Students

    ERIC Educational Resources Information Center

    Vernon, Nicola A.; Evans, M. Max; Frissen, Ilja

    2016-01-01

    Previous studies indicate that library anxiety is a phenomenon experienced by many university-level students that impedes successful information retrieval, thereby negatively impacting academic performance. This study examines the relationship between library anxiety and personality in graduate students at the master's level. Students from various…

  4. The Relationship between Dimensions of Personality and Library Anxiety in Graduate Students

    ERIC Educational Resources Information Center

    Vernon, Nicola A.; Evans, M. Max; Frissen, Ilja

    2016-01-01

    Previous studies indicate that library anxiety is a phenomenon experienced by many university-level students that impedes successful information retrieval, thereby negatively impacting academic performance. This study examines the relationship between library anxiety and personality in graduate students at the master's level. Students from various…

  5. Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

    PubMed

    England, Benjamin J; Brigati, Jennifer R; Schussler, Elisabeth E

    2017-01-01

    Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated.

  6. Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

    PubMed Central

    2017-01-01

    Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. PMID:28771564

  7. A Research for Identifying Study Anxiety Sources among University Students

    ERIC Educational Resources Information Center

    Vitasari, Prima; Wahab, Muhammad Nubli Abdul; Othman, Ahmad; Awang, Muhammad Ghani

    2010-01-01

    University students suffer to some levels of study anxiety, such as; have new experiences, environment and situation. Study anxiety is a real phenomenon. Campus environment has universal access to increase study anxiety among students. The prevalence of study anxiety has been acknowledged by students and educators. However, no current research…

  8. Test Anxiety and College Students with Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.

    2014-01-01

    Test anxiety was examined in college students with and without attention deficit hyperactivity disorder (ADHD). Results indicated that, relative to college students without ADHD, college students with ADHD reported higher total test anxiety as well as specific aspects of test anxiety, including worry (i.e., cognitive aspects of test anxiety) and…

  9. Test Anxiety and College Students with Attention Deficit Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.

    2014-01-01

    Test anxiety was examined in college students with and without attention deficit hyperactivity disorder (ADHD). Results indicated that, relative to college students without ADHD, college students with ADHD reported higher total test anxiety as well as specific aspects of test anxiety, including worry (i.e., cognitive aspects of test anxiety) and…

  10. Library Anxiety of Law Students: A Study Utilizing the Multidimensional Library Anxiety Scale

    ERIC Educational Resources Information Center

    Bowers, Stacey L.

    2010-01-01

    The purpose of this study was to determine whether law students experienced library anxiety and, if so, which components contributed to that anxiety. The Multidimensional Library Anxiety Scale (MLAS) developed by Dr. Doris Van Kampen was used to assess library anxiety levels of law students. The MLAS is a 53 question Likert scale instrument that…

  11. Library Anxiety of Law Students: A Study Utilizing the Multidimensional Library Anxiety Scale

    ERIC Educational Resources Information Center

    Bowers, Stacey L.

    2010-01-01

    The purpose of this study was to determine whether law students experienced library anxiety and, if so, which components contributed to that anxiety. The Multidimensional Library Anxiety Scale (MLAS) developed by Dr. Doris Van Kampen was used to assess library anxiety levels of law students. The MLAS is a 53 question Likert scale instrument that…

  12. Anxiety and the Newly Returned Adult Student

    ERIC Educational Resources Information Center

    Cleary, Michelle Navarre

    2012-01-01

    Based on interviews with students who had recently returned to school, this essay demonstrates the need for, challenges of, and ways to respond to the writing anxiety many adults bring with them back to school. Jessica and Sam were two of twenty-five newly returned adult students whom the author spent over sixty hours interviewing in the fall of…

  13. Depression, anxiety and stress in dental students

    PubMed Central

    Binanzan, Najla; Alhassan, Aseel

    2017-01-01

    Objectives To measure the occurrence and levels of depression, anxiety and stress in undergraduate dental students using the Depression, Anxiety and Stress Scale (DASS-21). Methods This cross-sectional study was conducted in November and December of 2014. A total of 289 dental students were invited to participate, and 277 responded, resulting in a response rate of 96%. The final sample included 247 participants. Eligible participants were surveyed via a self-reported questionnaire that included the validated DASS-21 scale as the assessment tool and questions about demographic characteristics and methods for managing stress.  Results Abnormal levels of depression, anxiety and stress were identified in 55.9%, 66.8% and 54.7% of the study participants, respectively. A multiple linear regression analysis revealed multiple predictors: gender (for anxiety b=-3.589, p=.016 and stress b=-4.099, p=.008), satisfaction with faculty relationships (for depression b=-2.318, p=.007; anxiety b=-2.213, p=.004; and stress b=-2.854, p<.001), satisfaction with peer relationships (for depression b=-3.527, p<.001; anxiety b=-2.213, p=.004; and stress b=-2.854, p<.001), and dentistry as the first choice for field of study (for stress b=-2.648, p=.045). The standardized coefficients demonstrated the relationship and strength of the predictors for each subscale. To cope with stress, students engaged in various activities such as reading, watching television and seeking emotional support from others. Conclusions The high occurrence of depression, anxiety and stress among dental students highlights the importance of providing support programs and implementing preventive measures to help students, particularly those who are most susceptible to higher levels of these psychological conditions. PMID:28553831

  14. The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

    ERIC Educational Resources Information Center

    Rahimi, Mehrak; Soleymani, Elham

    2015-01-01

    This study aimed at investigating the impact of mobile learning on EFL learners' listening anxiety and listening comprehension. Fifty students of two intermediate English courses were selected and sampled as the experimental (n = 25) and control (n = 25) groups. Students' entry level of listening anxiety was assessed by foreign language listening…

  15. Emotional Intelligence Moderates Perfectionism and Test Anxiety among Iranian Students

    ERIC Educational Resources Information Center

    Abdollahi, Abbas; Abu Talib, Mansor

    2015-01-01

    Test anxiety is one of the common forms of anxiety for students. Thus, it is necessary to improve our knowledge regarding the etiology of test anxiety. The purpose of this study was to explore the relationships between perfectionism, emotional intelligence, and test anxiety among Iranian students. This study also was conducted to test emotional…

  16. Emotional Intelligence Moderates Perfectionism and Test Anxiety among Iranian Students

    ERIC Educational Resources Information Center

    Abdollahi, Abbas; Abu Talib, Mansor

    2015-01-01

    Test anxiety is one of the common forms of anxiety for students. Thus, it is necessary to improve our knowledge regarding the etiology of test anxiety. The purpose of this study was to explore the relationships between perfectionism, emotional intelligence, and test anxiety among Iranian students. This study also was conducted to test emotional…

  17. Performance anxiety at English PBL groups among Taiwanese medical students: a preliminary study.

    PubMed

    Chen, Cheng-Sheng; Lai, Chung-Sheng; Lu, Peih-Ying; Tsai, Jer-Chia; Chiang, Hung-Che; Huang, In-Ting; Yu, Hsin-Su

    2008-03-01

    Students' performance anxiety can impact negatively on the effectiveness of medical education reform, including performance in problem-based learning (PBL) and in using English in discussion. This study aimed to investigate the nature of performance anxiety among Taiwanese medical students in an English-language PBL group. Eighteen Taiwanese, one American and four Asian medical students who were attending an international PBL workshop were enrolled. A questionnaire seeking demographic data and experience in use of PBL and eight questions evaluating performance anxiety were administered. The performance anxiety of Taiwanese medical students was compared to that of the Asians and the one American. Frequencies of each performance anxiety were calculated. The results suggested that the Taiwanese students showed more anxiety than the one student from the United States, but less than other Asian students. The acts of giving a report, being the center of attention, and talking in the PBL group were the most common situations related to anxiety in PBL groups. Using English and working in a new PBL environment are possible sources of anxiety. The presence of anxiety among the Taiwanese medical students in English PBL groups implies the necessity for developing an effective strategy to deal with students' performance anxiety.

  18. Anxiety in Elementary School-Aged Students: A Growing Need for Interventions by Classroom Teachers

    ERIC Educational Resources Information Center

    Brown, Carla-Dyann

    2013-01-01

    Anxiety symptoms expressed by elementary school-aged students was a problem in an elementary school south of Atlanta, Georgia. These behaviors were negatively impacting the performance and behaviors of fourth and fifth grade students in and out of the educational environment. The purpose of this study was to determine if teaching anxiety reduction…

  19. Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

    ERIC Educational Resources Information Center

    Çimen, Osman; Yilmaz, Mehmet

    2015-01-01

    Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

  20. Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

    ERIC Educational Resources Information Center

    Çimen, Osman; Yilmaz, Mehmet

    2015-01-01

    Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

  1. The Impact of Support Services on Students' Test Anxiety and/or Their Ability to Submit Assignments: A Focus on Vision Impairment and Intellectual Disability

    ERIC Educational Resources Information Center

    Datta, Poulomee; Talukdar, Joy

    2017-01-01

    This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were…

  2. The Impact of Support Services on Students' Test Anxiety and/or Their Ability to Submit Assignments: A Focus on Vision Impairment and Intellectual Disability

    ERIC Educational Resources Information Center

    Datta, Poulomee; Talukdar, Joy

    2017-01-01

    This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were…

  3. Anxiety and Death Anxiety in Egyptian and Spanish Nursing Students

    ERIC Educational Resources Information Center

    Abdel-Khalek, Ahmed M.; Tomas-Sabado, Joaquin

    2005-01-01

    Two samples of female nursing undergraduates from Egypt (n=132) and Spain (n=126) responded to the Arabic Scale of Death Anxiety, the Spanish Death Anxiety Inventory, the Templer's Death Anxiety Scale, the Kuwait University Anxiety Scale, and the State-Trait Anxiety Inventory-Trait Subscale. Each sample answered the scales in their native…

  4. Anxiety and Death Anxiety in Egyptian and Spanish Nursing Students

    ERIC Educational Resources Information Center

    Abdel-Khalek, Ahmed M.; Tomas-Sabado, Joaquin

    2005-01-01

    Two samples of female nursing undergraduates from Egypt (n=132) and Spain (n=126) responded to the Arabic Scale of Death Anxiety, the Spanish Death Anxiety Inventory, the Templer's Death Anxiety Scale, the Kuwait University Anxiety Scale, and the State-Trait Anxiety Inventory-Trait Subscale. Each sample answered the scales in their native…

  5. The relationship of Internet addiction severity with Attention Deficit Hyperactivity Disorder symptoms in Turkish University students; impact of personality traits, depression and anxiety.

    PubMed

    Dalbudak, Ercan; Evren, Cuneyt

    2014-04-01

    The aim of this study was to investigate the relationship of Internet addiction (IA) with Attention Deficit Hyperactivity Disorder (ADHD) symptoms while controlling the effect of personality traits, depression and anxiety symptoms in Turkish university students. A total of 271 university students participated in the present study. The students were assessed through the Internet Addiction Scale (IAS), the Wender Utah Rating Short Scale (WURS-25), the Turkish version of the Adult ADHD Self-Report Scale (ASRS), the Eysenck Personality Questionnaire Revised Abbreviated Form (EPQR-A), the Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI). According to IAS, participants were separated into three groups, namely, moderate/high, mild and without IA groups. The rates of groups were 19.9% (n=54), 38.7% (n=105) and 41.3% (n=112), respectively. Correlation analyses revealed that the severity of IAS is positively correlated with WURS-25, ASRS (total, inattention and hyperactivity/impulsivity subscales), neuroticism personality trait, depression and anxiety scores, whereas it is negatively correlated with extraversion personality trait. Hierarchical regression analysis indicated that depression and anxiety symptoms, introversion and neuroticism personality traits and the severity of ADHD symptoms (particularly hyperactivity/impulsivity symptoms) are the predictors for IAS score, respectively. The severity of ADHD symptoms has predicted the severity of IA even after controlling the effect of personality traits, depression and anxiety symptoms among Turkish university students. University students with severe ADHD symptoms, particularly hyperactivity/impulsivity symptoms may be considered as a risk group for IA. Copyright © 2014 Elsevier Inc. All rights reserved.

  6. The Impact of Simulation-Based Learning Experience on Student Satisfaction, Perceived Self-Confidence, and Anxiety

    ERIC Educational Resources Information Center

    Warren, Michelle B.

    2015-01-01

    Nurse educators are faced with the challenges of facilitating student learning in shorter time frames along with decreasing student opportunities to further their learning experiences in real-world clinical situations (LaFond & Van Hulle Vincent, 2012; Smith & Barry, 2013). There is an identifiable need for safe environments where students…

  7. Reducing Research Anxiety among MSW Students

    ERIC Educational Resources Information Center

    Einbinder, Susan Dana

    2014-01-01

    Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon. The pretest/posttest study, the standardized survey instruments used, and a summary of these…

  8. Mathematical Anxiety among Business Statistics Students.

    ERIC Educational Resources Information Center

    High, Robert V.

    A survey instrument was developed to identify sources of mathematics anxiety among undergraduate business students in a statistics class. A number of statistics classes were selected at two colleges in Long Island, New York. A final sample of n=102 respondents indicated that there was a relationship between the mathematics grade in prior…

  9. Reducing Research Anxiety among MSW Students

    ERIC Educational Resources Information Center

    Einbinder, Susan Dana

    2014-01-01

    Research anxiety significantly declined in a diverse sample of 59 MSW students in their first-year hybrid online research course in which the instructor used an array of innovative educational techniques empirically proven to reduce this phenomenon. The pretest/posttest study, the standardized survey instruments used, and a summary of these…

  10. An Investigation of Students' Perspectives on Anxiety and Speaking.

    ERIC Educational Resources Information Center

    Young, Dolly Jesusita

    1990-01-01

    A survey identified sources of anxiety among 135 beginning college Spanish students and 109 high school students. Results suggest that speaking in the foreign language is not the exclusive source of anxiety. The teacher's relaxed and positive error-correction attitude can reduce anxiety among students greatly. (36 references) (Author/MSE)

  11. Students with Anxiety: Implications for Professional School Counselors

    ERIC Educational Resources Information Center

    Thompson, E. Heather; Robertson, Phyllis; Curtis, Russ; Frick, Melodie H.

    2013-01-01

    Anxiety is one of the most pervasive mental health concerns affecting students, yet a significant number of students with anxiety disorders remain underserved. If left untreated, anxiety can hinder students' personal/social, academic, and career development. The purpose of this article is to provide professional school counselors with helpful…

  12. An Exploratory Study of Library Anxiety in Developmental Education Students

    ERIC Educational Resources Information Center

    Lee, Scott W.

    2012-01-01

    This study examined Library Anxiety in a cohort of developmental English students. Levels of anxiety were measured in 191 students using Bostick's Library Anxiety Scale. Thirteen of those students were then interviewed about their use, knowledge and valuation of their campus library. The results of the interviews were compared against the measured…

  13. Students with Anxiety: Implications for Professional School Counselors

    ERIC Educational Resources Information Center

    Thompson, E. Heather; Robertson, Phyllis; Curtis, Russ; Frick, Melodie H.

    2013-01-01

    Anxiety is one of the most pervasive mental health concerns affecting students, yet a significant number of students with anxiety disorders remain underserved. If left untreated, anxiety can hinder students' personal/social, academic, and career development. The purpose of this article is to provide professional school counselors with helpful…

  14. An Exploratory Study of Library Anxiety in Developmental Education Students

    ERIC Educational Resources Information Center

    Lee, Scott W.

    2012-01-01

    This study examined Library Anxiety in a cohort of developmental English students. Levels of anxiety were measured in 191 students using Bostick's Library Anxiety Scale. Thirteen of those students were then interviewed about their use, knowledge and valuation of their campus library. The results of the interviews were compared against the measured…

  15. Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations.

    PubMed

    Morton, L L; Vesco, R; Williams, N H; Awender, M A

    1997-03-01

    Anxiety is an important consideration in teaching, with implications for classroom success. We investigated the nature of anxiety in student teachers. Approximately 1000 student teachers in Canada were involved in four studies to explore education-related anxieties. Incorporating a cross-cultural focus, student teachers were tested on an anxiety measure designed for British student teachers, then examined for (1) the impact of practice teaching, (2) the value of instructional preparation, (3) demographic variables, and (4) models that predict anxiety. Anxiety factors (i.e., evaluation, pedagogical, class management, and staff relations), similar to those for British participants, emerged with evaluation anxiety being highest. A practice teaching experience generated reduced anxiety for both sexes, but more so for females, with the greatest reductions for evaluation and pedagogical anxiety. In one study, participants reported anxieties prior to instruction (PRETEST), following instruction (POST-INSTR) and following practice teaching (POST-TEACH). Females showed higher anxiety ratings than males (PRETEST and POST-INSTR) but were comparable to males after practice teaching. Females in the lower grades division showed higher anxiety scores. Anxiety decreased between PRE-TEST and POST-INSTR for all four scales, and between POST-INSTR and POST-TEACH for evaluation, pedagogy and staff relations; however, class management anxiety did not decrease after practice teaching. Also, anxiety increased as placement grade level decreased. All models (demographic, experiential, and dispositional) were predictive but the best predictor was the psychological disposition to feel overwhelmed. Student-teacher anxieties are related to demographic variables, experiential variables, and dispositional variables.

  16. The Influence of Pre-University Students' Mathematics Test Anxiety and Numerical Anxiety on Mathematics Achievement

    ERIC Educational Resources Information Center

    Seng, Ernest Lim Kok

    2015-01-01

    This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…

  17. Statistics Anxiety among Postgraduate Students

    ERIC Educational Resources Information Center

    Koh, Denise; Zawi, Mohd Khairi

    2014-01-01

    Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their…

  18. An Investigation of Students' Perspectives on Foreign Language Anxiety.

    ERIC Educational Resources Information Center

    von Worde, Renee

    This research identified factors that may increase anxiety in a foreign language classroom and factors that may assist in reducing anxiety, described student manifestations of anxiety, and correlated final grade with anxiety level. The research was accomplished by means of in-depth phenomenological interviews, a foreign language anxiety…

  19. Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

    ERIC Educational Resources Information Center

    Bull, Heather

    2009-01-01

    Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

  20. Factors Affecting Computer Anxiety in High School Computer Science Students.

    ERIC Educational Resources Information Center

    Hayek, Linda M.; Stephens, Larry

    1989-01-01

    Examines factors related to computer anxiety measured by the Computer Anxiety Index (CAIN). Achievement in two programing courses was inversely related to computer anxiety. Students who had a home computer and had computer experience before high school had lower computer anxiety than those who had not. Lists 14 references. (YP)

  1. Anxiety before extraction of impacted lower third molars.

    PubMed

    Tarazona, Beatriz; Tarazona-Álvarez, Pablo; Peñarrocha-Oltra, David; Rojo-Moreno, Juan; Peñarrocha-Diago, Maria

    2015-03-01

    Assess levels of trait anxiety, state anxiety and dental anxiety before extraction of lower third molars and check the correlation and reliability of the scales used for the measurement of preoperative anxiety. A prospective study of patients treated with extraction of a lower third molar between September 2010 to December 2010 was carried out. A total of 125 patients were included in the study. All of them were patients of the Oral Surgery and Implantology Department (Valencia University Medical and Dental School, Valencia, Spain). Before surgery, patients had to complete a preoperative protocol with 4 scales: the STAI-T (State-Trait Anxiety Inventory-Trait) for measuring trait anxiety, the STAI-S (State-Trait Anxiety Inventory-State) for measuring state anxiety, and DAS (Dental anxiety Scale of N. Corah) and APAIS (Amsterdam Preoperative anxiety and Information Scale) for measuring dental anxiety. Patients undergoing extractions of an impacted lower third molar showed low levels of trait anxiety and moderate levels of state anxiety and dental anxiety. Higher levels of trait anxiety were obtained for older patients. Women had higher mean levels of dental anxiety and state anxiety that men with a statistically significant difference in STAI-S scales, DAS, and APAIS. Patients with higher trait anxiety and state anxiety showed higher levels of dental anxiety. A significant correlation (p ≤ 0.01) (p = 0.00) was found between the four scales used to measure anxiety. The scale showed higher correlation was STAI-S scale. The 4 scales showed high reliability (α of C.> 0.80). Patients with highest levels of trait anxiety and state anxiety, had more dental anxiety. The STAI-T, STAI-S, DAS and APAIS scales provided useful information about anxiety before the extraction of lower impacted third molars. The STAI-S is the scale with highest correlation and reliability.

  2. Statistics Anxiety and Business Statistics: The International Student

    ERIC Educational Resources Information Center

    Bell, James A.

    2008-01-01

    Does the international student suffer from statistics anxiety? To investigate this, the Statistics Anxiety Rating Scale (STARS) was administered to sixty-six beginning statistics students, including twelve international students and fifty-four domestic students. Due to the small number of international students, nonparametric methods were used to…

  3. Death anxiety among Ethiopian undergraduate students.

    PubMed

    Raju, P Mohan

    2009-08-01

    Measurement of Death Anxiety among 151 Ethiopian undergraduate students using Templer's scale and Thorson and Powell's scale revealed that the sample has slightly higher than average death anxiety. The results also indicate that in this largely Orthodox Christian sample, students were afraid of the pain in death and less afraid of what happens to their body after death. As some items in each scale did not work well, the Cronbach alphas were low, .61 for the 12 items of Templer's scale and .78 for the 15 items of Thorson and Powell's scale. The correlation between the two full-scale scores was .58 and between scale scores with only acceptable items was .67, indicating the possibility that both scales measure death anxiety equally well if some items are excluded. Results were not consistent with some previous studies in other cultures. Age was significantly related to both Templer's scale (.29) and Thorson and Powell's scale (.28). Death anxiety dimensions like time, control, and afterlife aspects seemed to have doubtful meanings in the Ethiopian sample.

  4. Helping Students Cope with Test Anxiety. ERIC Digest.

    ERIC Educational Resources Information Center

    Harris, Henry L.; Coy, Doris R.

    One of the most threatening events that causes anxiety in students today is testing. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety. Test anxiety is a major factor contributing to a variety of negative outcomes including psychological distress, academic underachievement, academic failure,…

  5. Predictors of Depression and Anxiety among International Students

    ERIC Educational Resources Information Center

    Sumer, Seda; Poyrazli, Senel; Grahame, Kamini

    2008-01-01

    The role of gender, age, race/ethnicity, length of stay, social support, and proficiency in English in the variance in depression and anxiety among international students revealed that social support was a significant predictor of depression and anxiety among international students. Age significantly contributed to the variance in anxiety, and…

  6. Development and Validation of a Mathematics Anxiety Scale for Students

    ERIC Educational Resources Information Center

    Ko, Ho Kyoung; Yi, Hyun Sook

    2011-01-01

    This study developed and validated a Mathematics Anxiety Scale for Students (MASS) that can be used to measure the level of mathematics anxiety that students experience in school settings and help them overcome anxiety and perform better in mathematics achievement. We conducted a series of preliminary analyses and panel reviews to evaluate quality…

  7. Predictors of Depression and Anxiety among International Students

    ERIC Educational Resources Information Center

    Sumer, Seda; Poyrazli, Senel; Grahame, Kamini

    2008-01-01

    The role of gender, age, race/ethnicity, length of stay, social support, and proficiency in English in the variance in depression and anxiety among international students revealed that social support was a significant predictor of depression and anxiety among international students. Age significantly contributed to the variance in anxiety, and…

  8. Impacts of Authentic Listening Tasks upon Listening Anxiety and Listening Comprehension

    ERIC Educational Resources Information Center

    Melanlioglu, Deniz

    2013-01-01

    Although listening is the skill mostly used by students in the classrooms, the desired success cannot be attained in teaching listening since this skill is shaped by multiple variables. In this research we focused on listening anxiety, listening comprehension and impact of authentic tasks on both listening anxiety and listening comprehension.…

  9. Impacts of Authentic Listening Tasks upon Listening Anxiety and Listening Comprehension

    ERIC Educational Resources Information Center

    Melanlioglu, Deniz

    2013-01-01

    Although listening is the skill mostly used by students in the classrooms, the desired success cannot be attained in teaching listening since this skill is shaped by multiple variables. In this research we focused on listening anxiety, listening comprehension and impact of authentic tasks on both listening anxiety and listening comprehension.…

  10. The Effects of Gender and Teaching Method on Secondary Students' Mathematics Anxiety

    ERIC Educational Resources Information Center

    Stevens, Kellie C.

    2010-01-01

    The purpose of this quantitative action research project was to determine if cooperative learning impacted mathematics anxiety in secondary students compared to direct instruction. This study was based on the concept that mathematics anxiety is an emotional response to the subject and can be reversed. Gender differences were also analyzed. The…

  11. Field Instructors' Perspectives on Foundation Year MSW Students' Preplacement Anxiety

    ERIC Educational Resources Information Center

    Rosenthal Gelman, Caroline

    2011-01-01

    This study elicited 39 field instructors' perspectives on the anxiety that students experience as they begin field placements. Field instructors rated students as significantly more anxious than did students themselves, and although field instructors believed anxiety interferes with learning to a greater extent than did students, they did not…

  12. The impact of childhood traumas, depressive and anxiety symptoms on the relationship between borderline personality features and symptoms of adult attention deficit hyperactivity disorder in Turkish university students.

    PubMed

    Dalbudak, Ercan; Evren, Cuneyt

    2015-01-01

    Previous studies reported that there is a significant association between attention deficit hyperactivity disorder (ADHD) in childhood and borderline personality disorder (BPD) in adulthood. The aim of this study is to investigate the relationship of borderline personality features (BPF) and ADHD symptoms while controlling the effect of childhood traumas, symptoms of depression and anxiety in adulthood on this relationship in Turkish university students. A total of 271 Turkish university students participated in this study. The students were assessed through the Turkish version of the Borderline Personality Inventory (BPI), the Adult ADHD Self-Report Scale (ASRS), the Childhood Trauma Questionnaire (CTQ-28), the Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI). Correlation analyses have revealed that severity of BPF is related with adult ADHD symptoms, emotional, physical abuse and depression scores. Hierarchical regression analysis has indicated that depressive symptoms, emotional and physical abuse and the severity of ADHD symptoms are the predictors for severity of BPF. Findings of the present study suggests that clinicians must carefully evaluate these variables and the relationship between them to understand BPF and ADHD symptoms in university students better. Together with depressive symptoms, emotional and physical abuse may play a mediator role on this relationship. Further studies are needed to evaluate causal relationship between these variables in both clinical and non-clinical populations.

  13. The impact of anxiety on sexual arousal in women

    PubMed Central

    Bradford, Andrea; Meston, Cindy M.

    2010-01-01

    This study examined the impact of state anxiety, trait anxiety, and anxiety sensitivity on physiological and self-report measures of sexual arousal and sexual function in a non-clinical sample of women. Physiological sexual responses to an erotic stimulus were assessed using vaginal photoplethysmography, and subjective reactions were measured using questionnaires. Results suggested a curvilinear relationship between state anxiety and physiological sexual arousal (vaginal pulse amplitude; VPA). Trait anxiety and anxiety sensitivity were correlated with self-reported sexual arousal outside the laboratory. The findings may be interpreted in light of sympathetic nervous system (SNS) influences on sexual arousal and potential cognitive interference mechanisms associated with anxiety. PMID:16199003

  14. Anxiety before extraction of impacted lower third molars

    PubMed Central

    Tarazona, Beatriz; Tarazona-Álvarez, Pablo; Peñarrocha-Oltra, David; Rojo-Moreno, Juan

    2015-01-01

    Objetives: Assess levels of trait anxiety, state anxiety and dental anxiety before extraction of lower third molars and check the correlation and reliability of the scales used for the measurement of preoperative anxiety. Study Design: A prospective study of patients treated with extraction of a lower third molar between September 2010 to December 2010 was carried out. A total of 125 patients were included in the study. All of them were patients of the Oral Surgery and Implantology Department (Valencia University Medical and Dental School, Valencia, Spain). Before surgery, patients had to complete a preoperative protocol with 4 scales: the STAI-T (State-Trait Anxiety Inventory-Trait) for measuring trait anxiety, the STAI-S (State-Trait Anxiety Inventory-State) for measuring state anxiety, and DAS (Dental anxiety Scale of N. Corah) and APAIS (Amsterdam Preoperative anxiety and Information Scale) for measuring dental anxiety. Results: Patients undergoing extractions of an impacted lower third molar showed low levels of trait anxiety and moderate levels of state anxiety and dental anxiety. Higher levels of trait anxiety were obtained for older patients. Women had higher mean levels of dental anxiety and state anxiety that men with a statistically significant difference in STAI-S scales, DAS, and APAIS. Patients with higher trait anxiety and state anxiety showed higher levels of dental anxiety. A significant correlation (p ≤ 0.01) (p = 0.00) was found between the four scales used to measure anxiety. The scale showed higher correlation was STAI-S scale. The 4 scales showed high reliability (α of C.> 0.80). Conclusions: Patients with highest levels of trait anxiety and state anxiety, had more dental anxiety. The STAI-T, STAI-S, DAS and APAIS scales provided useful information about anxiety before the extraction of lower impacted third molars. The STAI-S is the scale with highest correlation and reliability. Key words:Extraction of impacted lower third molars

  15. Factors That Explains Student Anxiety toward Mathematics

    ERIC Educational Resources Information Center

    García-Santillán, Arturo; Escalera-Chávez, Milka Elena; Moreno-García, Elena; Santana-Villegas, Josefina del Carmen

    2016-01-01

    The aim of this research is to test whether anxiety toward mathematics is made up of a five-factor structure: anxiety toward evaluation, anxiety toward temporality, anxiety toward understanding of mathematical problems, anxiety toward numbers and operations, and anxiety toward mathematical situations in real life. Our study sample was formed of…

  16. Factors That Explains Student Anxiety toward Mathematics

    ERIC Educational Resources Information Center

    García-Santillán, Arturo; Escalera-Chávez, Milka Elena; Moreno-García, Elena; Santana-Villegas, Josefina del Carmen

    2016-01-01

    The aim of this research is to test whether anxiety toward mathematics is made up of a five-factor structure: anxiety toward evaluation, anxiety toward temporality, anxiety toward understanding of mathematical problems, anxiety toward numbers and operations, and anxiety toward mathematical situations in real life. Our study sample was formed of…

  17. Computer Anxiety and Student Teachers: Interrelationships between Computer Anxiety, Demographic Variables and an Intervention Strategy.

    ERIC Educational Resources Information Center

    McInerney, Valentina; And Others

    This study examined the effects of increased computing experience on the computer anxiety of 101 first year preservice teacher education students at a regional university in Australia. Three instruments measuring computer anxiety and attitudes--the Computer Anxiety Rating Scale (CARS), Attitudes Towards Computers Scale (ATCS), and Computer…

  18. Experiencing More Mathematics Anxiety than Expected? Contrasting Trait and State Anxiety in High Achieving Students

    ERIC Educational Resources Information Center

    Roos, A.-L.; Bieg, M.; Goetz, T.; Frenzel, A. C.; Taxer, J.; Zeidner, M.

    2015-01-01

    This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to…

  19. Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student's experience of their first clinical placement.

    PubMed

    Stunden, Annette; Halcomb, Elizabeth; Jefferies, Diana

    2015-09-01

    One form of assessment that tests students' theoretical skills and confidence in their clinical practice is known as the Objective Structured Clinical Assessment (OSCA). Traditionally it was first launched from medical education, and is now being incorporated by other disciplines, such as nursing. This review seeks to present the best available evidence into strategies that help reduce first year nursing students' anxiety levels prior to undergoing OSCA and clinical placement. A systematic literature search was performed using Medline and CINAHL. This review considered any English language original research published between 2005 and 2013. A literature search located 117 articles. Eight articles were identified as meeting the inclusion in criteria. Majority of studies reported simulation session prior to the OSCA increased students confidence and reduced their anxiety levels. This resulted in students' reporting that they valued the OSCA as a worthwhile assessment. However there were four major themes: that students were anxious about attending the OSCA; that adequate preparation was seen as a coping strategy; that simulation was a further cause for anxiety; and that the simulation experience could also be used as an OSCA tool. Students who have been exposed to simulation scenarios before the OSCA are able to cope much better during the OSCA. Therefore, it is highly recommended to incorporate simulation scenarios into the nursing curricula for first year nursing students' clinical units to help reduce their anxiety levels prior to OCSA. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

    ERIC Educational Resources Information Center

    Serraj, Samaneh; Noordin, Noreen Bt.

    2013-01-01

    Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the…

  1. Anxiety and death anxiety in Egyptian and Spanish nursing students.

    PubMed

    Abdel-Khalek, Ahmed M; Tomás-Sábado, Joaquin

    2005-01-01

    Two samples of female nursing undergraduates from Egypt (n = 132) and Spain (n = 126) responded to the Arabic Scale of Death Anxiety, the Spanish Death Anxiety Inventory, the Templer's Death Anxiety Scale, the Kuwait University Anxiety Scale, and the State-Trait Anxiety Inventory-Trait Subscale. Each sample answered the scales in their native language. Alpha reliabilities of the total score scales ranged from 0.65 to 0.91 (Egyptian sample) and between 0.71 and 0.90 (Spanish sample). The Spanish respondents attained significantly lower mean scores than the Egyptian sample in all the 5 scales. All the intercorrelations between these scales were statistically significant, and yielded two factors: Death Anxiety and General Anxiety in both countries. The correlations between these factors were significant, positive, and moderate, that is, 0.57 and 0.50 in the Egyptian and Spanish samples, respectively. The general conclusion is that Death Anxiety and General Anxiety are 2 different, but correlated factors.

  2. Science Anxiety among Form Four Students in Penang: A Gender Comparison

    ERIC Educational Resources Information Center

    Kuan, Foo Lay; Tek, Ong Eng

    2007-01-01

    This paper reports a causal-comparative study of science anxiety among Form Four students in Penang. The Wynstra's (1991) Science Anxiety Inventory (SAI), which consists of six factors (i.e., danger anxiety, science test anxiety, math and problem-solving anxiety, squeamish anxiety, performance anxiety, and science classroom anxiety), was…

  3. 2YC3 Joules: Anxiety Reduction for Beginning Chemistry Students.

    ERIC Educational Resources Information Center

    Abendroth, Walker; Friedman, Frank

    1983-01-01

    Anxiety reduction strategies (lasting 2.5 hours) were incorporated into chemistry laboratory sessions to reduce anxiety and increase academic performance. Treatment enabled students (N=23) to recognize and talk about their chemistry anxieties and experience relaxation techniques. Results showed that treatment significantly lowered level of…

  4. Is Test Anxiety a Peril for Students with Intellectual Disabilities?

    ERIC Educational Resources Information Center

    Datta, Poulomee

    2013-01-01

    Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in…

  5. Trait and State Anxiety in Israeli Student Athletes

    ERIC Educational Resources Information Center

    Tenenbaum, Gershon; Milgram, Roberta M.

    1978-01-01

    Examined trait anxiety in three groups of Israeli physical education students (N-251) competitors in individual sports, in team sports, and noncompetitors. The measure was the Spielberger, Gorsuch, and Lushene Trait Anxiety Scale (1970). Additionally, two groups of competitive athletes were compared on State Anxiety as measured by the Spielberger…

  6. 2YC3 Joules: Anxiety Reduction for Beginning Chemistry Students.

    ERIC Educational Resources Information Center

    Abendroth, Walker; Friedman, Frank

    1983-01-01

    Anxiety reduction strategies (lasting 2.5 hours) were incorporated into chemistry laboratory sessions to reduce anxiety and increase academic performance. Treatment enabled students (N=23) to recognize and talk about their chemistry anxieties and experience relaxation techniques. Results showed that treatment significantly lowered level of…

  7. Dental Anxiety among Medical and Paramedical Undergraduate Students of Malaysia

    PubMed Central

    Parkar, Sujal

    2017-01-01

    Aim. To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia. Materials and Methods. A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS) was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5–11), moderately anxious (12–18), and severely anxious ≥19. Out of 1500 students enrolled, 1024 students (342 males and 682 females) completed and returned the questionnaire having response rate of 68.26%. Results. There was a statistically significant difference (P < 0.001) when the mean dental anxiety scores were compared among the three faculties and dental students had lowest mean score (11.95 ± 4.21). The fifth year (senior) dental students scored significantly (P = 0.02) lower mean anxiety score as compared to the first dental students (junior). The students were anxious mostly about tooth drilling and local anesthetic injection. Conclusions. Dental students have a significantly low level of dental anxiety as compared with medical and pharmacy students. Incorporation of dental health education in preuniversity and other nondental university curriculums may reduce dental anxiety among the students. PMID:28348593

  8. Relation of assertiveness and anxiety among Iranian University students.

    PubMed

    Larijani, T T; Aghajani, M; Baheiraei, A; Neiestanak, N S

    2010-12-01

    • The findings from the present study revealed that less than 30% of nursing and midwifery students have high assertiveness and only half of them have low anxiety. • Assertiveness and anxiety have negative correlations in nursing and midwifery students and affect the mental health and educational and occupational performance of the students. • Many factors such as years of education and working while studying influence the level of assertiveness in the students. • The anxiety in students had a significant relation with the father's level of education, family income, etc. The simultaneous existence of low assertiveness and high anxiety in nursing and midwifery students leads to the disruption of study performance. There exists little information concerning their assertiveness. The purpose of this study was to determine the relation of assertiveness and anxiety in nursing and midwifery students. In this correlational, cross-sectional study, 173 nursing students (68 males and 105 females) and 77 midwifery students were recruited from the Tehran University of Medical Sciences in Iran. Data were collected using a questionnaire including personal-social factors, the Spielberger Trait Anxiety Inventory and the Assertion Inventory of Gambrill and Richey. More than half of the nursing and midwifery students (59.5% and 59.7%, respectively) had moderate assertiveness. Also, 43.3% and 36.4% of them had moderate and high levels of anxiety. Pearson correlation test revealed that assertiveness and anxiety had negative correlations in nursing (r=-0.51, P < 0.001) and midwifery (r=-0.449, P < 0.001) students. Some demographic variables had significant correlations with assertiveness and anxiety among the students. Considering the relation of assertiveness and anxiety and its effects on mental health and educational and occupational performance, students should be informed of the required skills for positive interaction with others and to increase assertiveness and decrease

  9. Nursing student anxiety as a context for teaching/learning.

    PubMed

    Hutchinson, Terri L; Janiszewski Goodin, Heather

    2013-03-01

    Experiential learning in nursing programs includes role-play, simulation, and live clinical experiences. Anxiety levels can heighten during experiential learning as students attempt to gain psychomotor skills and transfer knowledge into critical thinking. Nursing students may experience anxiety that can interfere with learning and critical thinking. However, the presence of student anxiety can be used to initiate a purposeful caring transaction between nursing faculty and student. The caring transaction is a way for faculty to model both caring and presence, create experiential learning of caring by students, and lead students to initiate self-care interventions to manage anxiety through the nursing program and beyond. Multiple learning outcomes can be achieved as the students integrate faculty-modeled concepts of caring and presence into simulated or real clinical situations, reduce or manage their anxiety, and improve their clinical judgment and critical thinking skills.

  10. An Exploration of Language Anxiety in L2 Academic Context for Chinese International Students in U.S. Universities

    ERIC Educational Resources Information Center

    Zhao, Qing

    2013-01-01

    This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…

  11. An Exploration of Language Anxiety in L2 Academic Context for Chinese International Students in U.S. Universities

    ERIC Educational Resources Information Center

    Zhao, Qing

    2013-01-01

    This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…

  12. Test Anxiety, Academic Achievement, and the Open Admissions Student

    ERIC Educational Resources Information Center

    Bronzaft, Arline L.; Epstein, Guilda F.

    1974-01-01

    The prediction that among male college students, the relationship between test anxiety and college achievement would be greater for socially mobile than for socially stable students is not borne out in this study at Lehman College. (Author/JH)

  13. Effects of Math Anxiety on Student Success in Higher Education

    ERIC Educational Resources Information Center

    Nunez-Pena, M. I.; Suarez-Pellicioni, M.; Bono, R.

    2013-01-01

    This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students' academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding…

  14. An Exploratory Study on International Students' Study Anxiety

    ERIC Educational Resources Information Center

    Khoshlessan, Rezvan; El-Houbi, Ashraf

    2015-01-01

    This study examines international students' study anxiety in a mid-sized university in Southeast Texas comparing their existing study anxiety along lines of nationality, gender, age, major, degree, and stage of education. It focuses on the students' perceptions and the dominant goal of this research was to investigate whether there is a…

  15. Investigation of Students' Reading Anxiety with Regards to Some Variables

    ERIC Educational Resources Information Center

    Kilinc, Hasan Huseyin; Yenen, Emin Tamer

    2016-01-01

    The aim of this study is to determine students' views on reading anxiety with regards to variables of gender and grade levels of the students and socio-economic level of the schools. To this end, Melanlioglu's (2014) "Reading Anxiety Scale", a 5 point likert scale consisting of 14 questions, was used. The scale consists of following…

  16. An Intervention for Helping Elementary Students Reduce Test Anxiety.

    ERIC Educational Resources Information Center

    Cheek, James R.; Bradley, Loretta J.; Reynolds, JoLynne; Coy, Doris

    2002-01-01

    Describes an intervention designed to help elementary students reduce test anxiety is described. The intervention was administered following benchmark tests to 16 students who had not met the passing rate in the tests or who had exhibited or reported extreme feelings of anxiety and stress. A reduction in stress and worry regarding future testing…

  17. Free Improvisation and Performance Anxiety among Piano Students

    ERIC Educational Resources Information Center

    Allen, Robert

    2013-01-01

    The purpose of this study was to compare the levels of anxiety that students experienced according to whether their public performance consisted of a free improvisation or a repertory piece. The researcher had two objectives: (1) examine the relationship of students' levels of anxiety to free improvisation and repertory pieces during a…

  18. An Intervention for Helping Elementary Students Reduce Test Anxiety.

    ERIC Educational Resources Information Center

    Cheek, James R.; Bradley, Loretta J.; Reynolds, JoLynne; Coy, Doris

    2002-01-01

    Describes an intervention designed to help elementary students reduce test anxiety is described. The intervention was administered following benchmark tests to 16 students who had not met the passing rate in the tests or who had exhibited or reported extreme feelings of anxiety and stress. A reduction in stress and worry regarding future testing…

  19. Metacognitive Awareness and Math Anxiety in Gifted Students

    ERIC Educational Resources Information Center

    Saricam, Hakan; Ogurlu, Üzeyir

    2015-01-01

    The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

  20. Social anxiety symptoms and drinking behaviors among college students: the mediating effects of drinking motives.

    PubMed

    Villarosa, Margo C; Madson, Michael B; Zeigler-Hill, Virgil; Noble, Jeremy J; Mohn, Richard S

    2014-09-01

    The impact of social anxiety on negative alcohol-related behaviors among college students has been studied extensively. Drinking motives are considered the most proximal indicator of college student drinking behavior. The current study examined the mediating role of drinking motives in the relationship that social anxiety symptoms have with problematic (alcohol consumption, harmful drinking, and negative consequences) and safe (protective behavioral strategies) drinking behaviors. Participants were 532 undergraduates who completed measures of social anxiety, drinking motives, alcohol use, harmful drinking patterns, negative consequences of alcohol use, and protective behavioral strategy use. Our results show that students with higher levels of social anxiety symptoms who were drinking for enhancement motives reported more harmful drinking and negative consequences, and used fewer protective behavioral strategies. Thus, students who were drinking to increase their positive mood were participating in more problematic drinking patterns compared with students reporting fewer social anxiety symptoms. Further, conformity motives partially mediated the relationship between social anxiety symptoms and negative consequences. Thus, students with more symptoms of social anxiety who were drinking in order to be accepted by their peers were more likely than others to experience negative consequences. Clinical and research implications are discussed.

  1. Anxiety in school students: Role of parenting and gender

    PubMed Central

    Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

    2013-01-01

    Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). Results: The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents ‘Democratic’ and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. Conclusions: The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children. PMID:25013314

  2. Anxiety in school students: Role of parenting and gender.

    PubMed

    Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

    2013-07-01

    The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents 'Democratic' and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

  3. Comorbidity of Anxiety-Depression among Australian University Students: Implications for Student Counsellors

    ERIC Educational Resources Information Center

    Bitsika, Vicki; Sharpley, Christopher F.

    2012-01-01

    The incidence, factor structure and scale item differences in anxiety-depression comorbidity were investigated in a sample of Australian university students defined according to the presence of anxiety and/or depression. The incidence of anxiety-depression comorbidity was over 32%, about four times that for anxiety or depression alone.…

  4. Comorbidity of Anxiety-Depression among Australian University Students: Implications for Student Counsellors

    ERIC Educational Resources Information Center

    Bitsika, Vicki; Sharpley, Christopher F.

    2012-01-01

    The incidence, factor structure and scale item differences in anxiety-depression comorbidity were investigated in a sample of Australian university students defined according to the presence of anxiety and/or depression. The incidence of anxiety-depression comorbidity was over 32%, about four times that for anxiety or depression alone.…

  5. Curvilinear Relationships between Statistics Anxiety and Performance among Undergraduate Students: Evidence for Optimal Anxiety

    ERIC Educational Resources Information Center

    Keeley, Jared; Zayac, Ryan; Correia, Christopher

    2008-01-01

    This study examined the possibility of a curvilinear relationship between statistics anxiety and performance in a statistics course. Eighty-three undergraduate students enrolled in an introductory course completed measures of statistics anxiety and need for achievement at seven points during the semester in conjunction with six tests. Statistics…

  6. Determining the Anxiety Sensitivity Bases of Anxiety: A Study with Undergraduate Students

    ERIC Educational Resources Information Center

    Erozkan, Atilgan

    2017-01-01

    This study aims to examine the relationships between subdimensions of anxiety sensitivity and anxiety. The participants in the study were 841 undergraduate students (411 females; 430 males) randomly selected from three different faculties--Faculties of Technical Education, Education, and Sport Sciences--at Mugla Sitki Kocman University. Data…

  7. The Effect of Anxiety Management Training on College Students' General, Overt, and Covert Anxiety.

    ERIC Educational Resources Information Center

    Vinson, Michael L.

    The effect on anxiety of a behaviorally-oriented treatment, Anxiety Management Training (AMT), was investigated with a sample of college students (N=23). The treatment was based upon the techniques originally used by Richardson, Suinn, and Meichenbaum, and consisted of three principal elements: relaxation training, cognitive-restructuring, and…

  8. Thai University Student Schemas and Anxiety Symptomatology

    ERIC Educational Resources Information Center

    Rhein, Douglas; Sukawatana, Parisa

    2015-01-01

    This study explores how early maladaptive schemas (EMSs) contribute to the development of anxiety symptomologies among college undergraduates (N = 110). The study was conducted by assessing the correlations between 18 schemas derived from Young's model of Early Maladaptive Schemas (EMSs) and anxiety symptoms using Zung Self-Rating Anxiety Scale…

  9. Students' Perspectives on Foreign Language Anxiety

    ERIC Educational Resources Information Center

    von Worde, Renee

    2003-01-01

    The primary goal of this research was to identify those factors that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign or second language. This study utilized the qualitative research tradition, the phenomenological interview, with the…

  10. Adaptation of abbreviated mathematics anxiety rating scale for engineering students

    NASA Astrophysics Data System (ADS)

    Nordin, Sayed Kushairi Sayed; Samat, Khairul Fadzli; Sultan, Al Amin Mohamed; Halim, Bushra Abdul; Ismail, Siti Fatimah; Mafazi, Nurul Wirdah

    2015-05-01

    Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear.

  11. Predictors of Anxiety and Depression in Taiwanese Secondary Students.

    ERIC Educational Resources Information Center

    Hong, Zuway-R; Veach, Patricia McCarthy; Lawrenz, Frances

    This study investigated significant predictors of anxiety and depression in Taiwanese secondary students and the different functions of these predictors. Surveys were completed by 1,672 senior high school students in Taiwan. As part of a larger study, these students completed the Secondary Student Questionnaire (SSQ), an instrument developed by…

  12. The relationship among young adult college students' depression, anxiety, stress, demographics, life satisfaction, and coping styles.

    PubMed

    Mahmoud, Jihan Saber Raja; Staten, Ruth; Hall, Lynne A; Lennie, Terry A

    2012-03-01

    Recent research indicates that young adult college students experience increased levels of depression, anxiety, and stress. It is less clear what strategies college health care providers might use to assist students in decreasing these mental health concerns. In this paper, we examine the relative importance of coping style, life satisfaction, and selected demographics in predicting undergraduates' depression, anxiety, and stress. A total of 508 full-time undergraduate students aged 18-24 years completed the study measures and a short demographics information questionnaire. Coping strategies and life satisfaction were assessed using the Brief COPE Inventory and an adapted version of the Brief Students' Multidimensional Life Satisfaction Scale. Depression, anxiety, and stress were measured using the Depression Anxiety and Stress Scale-21 (DASS-21). Multiple regression analyses were used to examine the relative influence of each of the independent variables on depression, anxiety, and stress. Maladaptive coping was the main predictor of depression, anxiety, and stress. Adaptive coping was not a significant predictor of any of the three outcome variables. Reducing maladaptive coping behaviors may have the most positive impact on reducing depression, anxiety, and stress in this population.

  13. Is test anxiety a peril for students with intellectual disabilities?

    PubMed

    Datta, Poulomee

    2013-06-01

    Test anxiety is one of the most confronting issues in modern times with the increase in the number of standardised and high-stakes testing. Research has established that there is a direct link between test anxiety and cognitive deficits. The aim of this study is to determine the test anxiety scores of the students with intellectual disabilities in South Australia. It also provided insights into the reasons for high-test anxiety in the participants under study. The Spielberger's Test Anxiety Questionnaire was administered on students with intellectual disabilities in stage 1. Interviews were conducted with participants with intellectual disabilities, parents and teachers in stage 2. Questionnaire findings revealed that the majority of the adolescent females and males and all adult females with intellectual disabilities had high test anxiety scores. However, the majority of adult males with intellectual disabilities obtained moderate test anxiety scores. In the worry and emotionality subscales, it was also found that the majority of adolescents and adults with intellectual disabilities were found to score high. The high test anxiety scores have been justified by the interview responses obtained from the three groups of respondents. A number of factors have been identified to be the major predictors of test anxiety in students with intellectual disabilities.

  14. A yoga intervention for music performance anxiety in conservatory students.

    PubMed

    Stern, Judith R S; Khalsa, Sat Bir S; Hofmann, Stefan G

    2012-09-01

    Music performance anxiety can adversely affect musicians. There is a need for additional treatment strategies, especially those that might be more acceptable to musicians than existing therapies. This pilot study examined the effectiveness of a 9-week yoga practice on reducing music performance anxiety in undergraduate and graduate music conservatory students, including both vocalists and instrumentalists. The intervention consisted of fourteen 60-minute yoga classes approximately twice a week and a brief daily home practice. Of the 24 students enrolled in the study, 17 attended the post-intervention assessment. Participants who completed the measures at both pre- and post-intervention assessments showed large decreases in music performance anxiety as well as in trait anxiety. Improvements were sustained at 7- to 14-month follow-up. Participants generally provided positive comments about the program and its benefits. This study suggests that yoga is a promising intervention for music performance anxiety in conservatory students and therefore warrants further research.

  15. Pharmacy Student Anxiety and Success With Objective Structured Clinical Examinations.

    PubMed

    Longyhore, Daniel S

    2017-02-25

    Objective. To evaluate whether a relationship exists between the degree of student state-anxiety and pass rates on moderate-to-high stakes objective structured clinical examinations (OSCE). Methods. Third-professional year (P3) students were assessed using the Speilberger State-Trait Anxiety Index (STAI) three weeks prior to their first moderate-to-high stakes OSCEs. Students' OSCE station pass rates, individual station analytical scores, and the overall pass rate for the class were compared with student responses on STAI surveys to measure their association. Results. Seventy-three students (100%) provided consent to participate in the research; 64 (87%) sufficiently completed the STAI survey. Degree of student state-anxiety or train-anxiety was not associated with any of the outcomes assessed in this study. Overall pass rate, individual station pass rates, and station analytical checklist scores were not inversely correlated with state- or trait-anxiety scores. Conclusions. Efforts to assist students in OSCE performance should focus on means other than reducing associated anxiety. Future research in this area should focus on what interventions beyond instruction could be put in place to help students be more successful during OSCEs.

  16. Analyzing International Students' Study Anxiety in Higher Education

    ERIC Educational Resources Information Center

    Khoshlessan, Rezvan; Das, Kumer Pial

    2017-01-01

    The purpose of this study is to explore international students' study anxiety in a mid-sized public four-year university in Southeast Texas by comparing their existing study anxiety along lines of nationality, gender, age, major, degree, and stage of education. The subjects were selected using a convenience sample during the Spring of 2013. The…

  17. The Mathematics Anxiety of Bilingual Community College Students

    ERIC Educational Resources Information Center

    Iossi, Laura Hillerbrand

    2009-01-01

    Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college. Participants (N = 618, 250 men, 368 women; 361 monolingual, 257 bilingual) completed the Abbreviated Math Anxiety Scale (AMAS) and a demographics instrument.…

  18. Math Anxiety and the Student of the '80's.

    ERIC Educational Resources Information Center

    Smith, Jean Burr

    As colleges take on increasing numbers of nontraditional students who have had only minimal exposure to mathematics, instructors must alleviate patterns of math anxiety and math avoidance which impede academic success, and, in a technological society, limit career opportunities. Among the obvious causes of math anxiety are: instructors' insistence…

  19. Development of Science Anxiety Scale for Primary School Students

    ERIC Educational Resources Information Center

    Guzeller, Cem Oktay; Dogru, Mustafa

    2012-01-01

    The principal aim of the study is to develop a new scale Science Anxiety Scale and to examine its the psychometric properties and construct validity of the Science Anxiety Scale in a sample of 797 primary school students. Exploratory factor analysis was applied and found to have a two-dimensional structure. Confirmatory factor analyses provide…

  20. The Interrelationship of Social Anxiety with Anxiety, Depression, Locus of Control, Ways of Coping and Ego Strength amongst University Students

    ERIC Educational Resources Information Center

    Shepherd, Robin-Marie; Edelman, Robert J.

    2009-01-01

    This is the first study to investigate the interrelationship of social anxiety with the variables anxiety, depression, locus of control, ego strength and ways of coping in a sample of university students. There were high scores of social anxiety which were related to high scores on measures of anxiety and depression, low ego strength, external…

  1. Biofeedback Intervention for Stress and Anxiety among Nursing Students: A Randomized Controlled Trial

    PubMed Central

    Ratanasiripong, Paul; Ratanasiripong, Nop; Kathalae, Duangrat

    2012-01-01

    Purpose. It has been well documented that nursing students across the world experience stress and anxiety throughout their education and training. The purpose of this randomized controlled study is to investigate the impact of biofeedback intervention program on nursing students' levels of stress and anxiety during their first clinical training. Methods. Participants consisted of 60 second-year baccalaureate nursing students. The 30 participants in the biofeedback group received training on how to use the biofeedback device to assist in stress and anxiety management for 5 weeks while the 30 in the control group did not receive any training. Findings. Results indicated that the biofeedback group was able to maintain the stress level while the control group had a significant increase in the stress level over the 5-week period of clinical training. Additionally, the biofeedback group had a significant reduction in anxiety, while the control group had a moderate increase in anxiety. Conclusions. The better the nursing students can manage their stress and anxiety, the more successful they can be in their clinical training. Ultimately, the more psychologically healthy the nursing students are, the more likely they will flourish and graduate to become productive and contributing members of the nursing profession. PMID:22811932

  2. Impact of Classroom Computer Use on Computer Anxiety.

    ERIC Educational Resources Information Center

    Lambert, Matthew E.; And Others

    Increasing use of computer programs for undergraduate psychology education has raised concern over the impact of computer anxiety on educational performance. Additionally, some researchers have indicated that classroom computer use can exacerbate pre-existing computer anxiety. To evaluate the relationship between in-class computer use and computer…

  3. Pharmacy Student Anxiety and Success With Objective Structured Clinical Examinations

    PubMed Central

    2017-01-01

    Objective. To evaluate whether a relationship exists between the degree of student state-anxiety and pass rates on moderate-to-high stakes objective structured clinical examinations (OSCE). Methods. Third-professional year (P3) students were assessed using the Speilberger State-Trait Anxiety Index (STAI) three weeks prior to their first moderate-to-high stakes OSCEs. Students’ OSCE station pass rates, individual station analytical scores, and the overall pass rate for the class were compared with student responses on STAI surveys to measure their association. Results. Seventy-three students (100%) provided consent to participate in the research; 64 (87%) sufficiently completed the STAI survey. Degree of student state-anxiety or train-anxiety was not associated with any of the outcomes assessed in this study. Overall pass rate, individual station pass rates, and station analytical checklist scores were not inversely correlated with state- or trait-anxiety scores. Conclusions. Efforts to assist students in OSCE performance should focus on means other than reducing associated anxiety. Future research in this area should focus on what interventions beyond instruction could be put in place to help students be more successful during OSCEs. PMID:28289297

  4. Risk factors for severe dental anxiety among medical students.

    PubMed

    Janković, Slobodan M; Aleksić, Dragana; Bahtijari, Zulfer; Jelić, Anica; Klacar, Jelena; Kovacević, Aleksandra; Mijailović, Natasa; Milovanović, Olivera; Petrović, Aleksandra; Radovanović, Ana; Sovrlić, Miroslav; Zecević, Dejana Ruzić

    2014-01-01

    Severe dental anxiety (SDA) is the most severe form of dental anxiety, thus the aim of this study was to determine the factors associated with SDA in students of health-related disciplines. In this case-control study the cases were students with severe dental anxiety. The study was conducted at the Faculty of Medical Sciences, University of Kragujevac, Serbia. The participants were undergraduate students attending lectures during spring semester 2010/2011 (n = 1,812). A random sample of 800 students was assessed for the association between various risk factors and the severe dental anxiety. The main outcome measures were the data on demographics, dental anxiety, habits concerning oral hygiene, nutrition, general anxiety and (co)morbidity which were collected from the study participants by semi-structured questionnaire. Less frequent visits to the dentist (OR adjusted = 7.02 [2.65; 18.60]) and visiting the dentist only when there is a dental problem (OR adjusted = 8.08 [1.28; 50.93]) were associated with severe dental anxiety. The same was true for improper oral hygiene (OR adjusted = 4.25 [1.16; 15.60]). Factors as changing toothbrush more frequently (OR adjusted = 0.33 [0.14; 0.76]) and having chronic disease (OR adjusted = 0.01 [0.00; 0.09]) were inversely associated with severe dental anxiety. The level of education of students was not associated with severe dental anxiety. Inappropriate oral hygiene, less frequent changes of a toothbrush and less frequent visits to the dentist are important risk factors for severe dental anxiety.

  5. Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

    ERIC Educational Resources Information Center

    Sharma, Yogesh

    2016-01-01

    The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group.…

  6. Investigating Ways To Reduce Student Anxiety during Testing.

    ERIC Educational Resources Information Center

    Bass, Jennifer; Burroughs, Molly; Gallion, Ralynn; Hodel, Jill

    This study described a program for reducing students' anxiety during testing. The targeted population consisted of seventh, eighth, and ninth grade students in public schools (three middle schools and a high school) located in a medium sized urban area in the Midwest. Evidence for the existence of the problem was based on student written responses…

  7. Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry

    ERIC Educational Resources Information Center

    Merc, Ali

    2011-01-01

    This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education…

  8. Some Variables in Relation to Students' Anxiety in Learning Statistics.

    ERIC Educational Resources Information Center

    Sutarso, Toto

    The purpose of this study was to investigate some variables that relate to students' anxiety in learning statistics. The variables included sex, class level, students' achievement, school, mathematical background, previous statistics courses, and race. The instrument used was the 24-item Students' Attitudes Toward Statistics (STATS), which was…

  9. The Effect of Font Selection on Student Test Anxiety

    ERIC Educational Resources Information Center

    Murphy, Peter V.

    2014-01-01

    The emergence of standards-based curriculums has resulted in an increased frequency of student testing, including high-stakes testing. Of students who take tests, up to 65% may experience test anxiety, which can have negative effects on student outcomes. For this reason, the purpose of this single-group, repeated measures design, quantitative…

  10. Secondary School Students' Reading Anxiety in a Second Language

    ERIC Educational Resources Information Center

    Ismail, Sadiq Abdulwahed Ahmed

    2015-01-01

    Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall…

  11. HIV/AIDS-Anxiety among Adolescent Students in Botswana

    ERIC Educational Resources Information Center

    Onyewadume, Mary Adeola

    2008-01-01

    This research investigated the incidence of HIV/AIDS anxiety among students in Botswana. The sample comprised 240 randomly selected students from six schools in three districts in Botswana, with data collected via a questionnaire. Percentages and Chi-square were used to analyze the extent to which the students were anxious about HIV/AIDS and if…

  12. HIV/AIDS-Anxiety among Adolescent Students in Botswana

    ERIC Educational Resources Information Center

    Onyewadume, Mary Adeola

    2008-01-01

    This research investigated the incidence of HIV/AIDS anxiety among students in Botswana. The sample comprised 240 randomly selected students from six schools in three districts in Botswana, with data collected via a questionnaire. Percentages and Chi-square were used to analyze the extent to which the students were anxious about HIV/AIDS and if…

  13. Anxiety symptoms and perceived performance in medical students.

    PubMed

    Chandavarkar, Uma; Azzam, Amin; Mathews, Carol A

    2007-01-01

    Medical students represent a highly educated population under significant pressures. During the transition to clinical settings in the third year, they may experience a loss of external control and may counter this with an increase in obsessionality and/or other anxiety symptoms. Our study examines the phenomenology of obsessive-compulsive and other anxiety symptoms in medical students at two U.S. medical schools and relates these symptoms to self-perception of performance. Subjects anonymously completed a battery of questionnaires regarding obsessive-compulsive symptoms, attentional problems, anxiety symptoms, depressive symptoms, and perceived performance in medical school. A factor analysis of obsessional symptoms showed four primary factors: checking/doubts, contamination, long time/detail, and unpleasant thoughts/worries. These four factors were similar to those found among college students and other nonclinical populations. Anxiety, attentional, and depressive symptoms were highest in the third-year medical students. In contrast, obsessional symptoms were highest in the first-year students and lower for subsequent years. Perceived performance was not significantly correlated with obsessionality, although lower perceived performance was associated with higher levels of anxiety and depressive symptoms. Students with lower perceived performance in medical school were significantly more likely to be female, depressed, or older. The progressive decrease in number of obsessional symptoms across years and the lack of correlation with perceived performance suggest that these symptoms may be developmentally appropriate, and perhaps adaptive. In contrast, other anxiety symptoms appear to be maladaptive responses to external stressors.

  14. Effect of Students' Perceptions of Course Load on Test Anxiety

    PubMed Central

    Sansgiry, Sujit S.; Sail, Kavita

    2006-01-01

    Objectives The objective of this study was to examine the association between student perceptions of course load, their ability to manage time, and test anxiety. Methods A survey was self-administered to all students (professional years 1 through 4) enrolled in the PharmD curriculum at the University of Houston (2001) with items measuring test anxiety, perceived course load, and ability to manage time. Results One hundred ninety-eight students participated in the survey (response rate P1 = 48%, P2 = 52%, P3 = 52%, P4 = 72%). There was a significant difference in students' perception of course load, ability to manage time, and test anxiety scores across the 4 years. Test anxiety was positively correlated with students' perceptions of course load and negatively related to their ability to manage time with course work. Conclusions Students' perception of course load and their ability to manage time with their course work is associated with test anxiety. Future studies should evaluate the role of stress/time management programs to reduce stress and anxiety. PMID:17149404

  15. Erratic electricity supply (Dumsor) and anxiety disorders among university students in Ghana: a cross sectional study.

    PubMed

    Ibrahim, Abdallah; Aryeetey, Genevieve Cecilia; Asampong, Emmanuel; Dwomoh, Duah; Nonvignon, Justice

    2016-01-01

    Ghana is currently experiencing electricity supply crisis that is believed to have some impact on the mental wellbeing of the population, especially among university students that have become increasingly dependent on uninterrupted electricity supply to fully function academically. There is no known study that explores the link between infrequent electricity supply and generalized anxiety disorders in sub-Saharan Africa. This study aimed to explore that link and determine the proportion of university students whose anxiety levels may be influenced by the electricity supply crisis that the country is experiencing at the moment. This exploratory study used the Generalized Anxiety Disorder 7-item scale (GAD-7) to conduct the study on the University of Ghana campus. The likelihood ratio (LR) test and Fisher's Exact tests were used to determine any association between the electricity supply crisis and anxiety levels among students. Unadjusted odds ratio and corresponding confidence intervals were estimated and ordinal logistic regression technique was used for the effect of covariates on anxiety. Overall, nearly 26 % of students interviewed felt nervous, anxious or on edge almost every day due to the erratic power supply. The proportion of students determined to be classified having minimal, mild, moderate and severe anxiety due to the erratic power supply was 24.2, 30.7, 22.1 and 23.1 % respectively. Students were significantly more likely to be anxious if the frequency of power outage increased (OR 1.36; CI 1.23-1.49). Our finding in this study suggests that although the erratic power supply does not allude to any clinical confirmation of the students having anxiety disorders, it does point to a fact that even in a resource-poor country like Ghana, where constant supply of electricity is not always guaranteed, students may not be entirely immune to the health and well-being implications of failures in some sectors of the economy such as power supply.

  16. The effect of assertiveness training on student's academic anxiety.

    PubMed

    Mohebi, S; Sharifirad, G H R; Shahsiah, M; Botlani, S; Matlabi, M; Rezaeian, M

    2012-03-01

    Academic anxiety is an important educational problem that affects millions of students in colleges and schools over the world each year. Although a low level of anxiety can cause positive motivation for improvement of educational functioning, high levels of it can cause a disturbance in concentration, attention, storage of knowledge, recall and educational reduction. It has also been recently determined that there is a relationship between anxiety and assertiveness. Therefore, this study is an attempt to determine the effect of assertiveness training on reducing anxiety levels in pre-college academic students in Gonabad city in 2008. In this clinical trial study, all the pre-college students of Gonabad city were invited to participate and 89 students were divided into experimental and control groups. There were 3 questionnaires, namely demographic, academic anxiety and assertiveness Rathus questionnaires in which the validity and reliability were calculated and approved. The intervention for the experimental group was 5 sessions of assertiveness training using the PRECEDE model and 1 session for parents and teachers to help and support the intervention program. We had a post-test 8 weeks after the last training session for each group was conducted. The data was analyzed by SPSS. The results showed that anxiety levels and decisiveness in the target group were moderate to high and it is seen as a significant reverse relationship between these two factors (r = -0.69 and p < 0.001). The results also showed that there was a significant anxiety decrease in the experimental group after the intervention. On the one hand, there was a significant increase in decisiveness for both groups, but there was not a significant difference between academic anxiety and assertiveness in the control group.before and after the intervention. Due to a significant decrease in anxiety and increased decisiveness in the experimental group, it can be claimed that assertiveness training is an

  17. Sleep Paralysis Among Egyptian College Students: Association With Anxiety Symptoms (PTSD, Trait Anxiety, Pathological Worry).

    PubMed

    Jalal, Baland; Hinton, Devon E

    2015-11-01

    Among Egyptian college students in Cairo (n = 100), this study examined the relationship between sleep paralysis (SP) and anxiety symptoms, viz., posttraumatic stress disorder (PTSD), trait anxiety, and pathological worry. SP rates were high; 43% of participants reported at least one lifetime episode of SP, and 24% of those who reported at least one lifetime episode had experienced four or more episodes during the previous year. Fourteen percent of men had experienced SP as compared to 86% of women. As hypothesized, relative to non-SP experiencers, participants who had SP reported higher symptoms of PTSD, trait anxiety, and pathological worry. Also, as hypothesized, the experiencing of hypnogogic/hypnopompic hallucinations during SP, even after controlling for negative affect, was highly correlated with symptoms of PTSD and trait anxiety. The study also investigated possible mechanisms by examining the relationship of hallucinations to anxiety variables.

  18. The Impacts of Cooperative Learning on Anxiety and Proficiency in an EFL Class

    ERIC Educational Resources Information Center

    Suwantarathip, Ornprapat; Wichadee, Saovapa

    2010-01-01

    The purposes of this study were to examine the effectiveness of cooperative learning approach in reducing foreign language anxiety and to investigate its impact on language proficiency of 40 sophomore students enrolled in EN 211 course in the second semester of 2009 academic year at Bangkok University. Three instruments employed were the…

  19. Test Anxiety Research: Students with Vision Impairments and Students with Mild Intellectual Disabilities

    ERIC Educational Resources Information Center

    Datta, Poulomee

    2014-01-01

    There is an absence of research on test anxiety in students with disabilities although such testing is taken for granted among students without disabilities. This study investigated the test anxiety of the students in each of the two disability groups, those with vision impairments and those with intellectual disabilities who are placed in…

  20. Comparison between the effects of muscle relaxation and support groups on the anxiety of nursing students: A randomized controlled trial.

    PubMed

    Torabizadeh, Camellia; Bostani, Sanaz; Yektatalab, Shahrzad

    2016-11-01

    To compare the effects of the two methods of muscle relaxation and support group on the anxiety levels of the nursing students. In this randomized controlled trial, 150 nursing students who met the inclusion criteria were divided into three equal groups-muscle relaxation, support group, and control-using the permuted-block randomization method. The experimental groups received 5 sessions of intervention, while the control group did not receive any intervention at all. Using Spielberger's inventory, the researchers measured the anxiety levels of all three groups before and after the intervention. The results showed that both methods had a significant impact on anxiety levels of the nursing students; however, a comparison between their effects revealed that muscle relaxation had been more effective than support group. Considering the seriousness of the issue of anxiety for nursing students, it is important that measures be taken to reduce anxiety in this group. Copyright © 2016 Elsevier Ltd. All rights reserved.

  1. Effects of Death Education on Nursing Students' Anxiety and Locus of Control.

    ERIC Educational Resources Information Center

    Yarber, William L.; And Others

    1981-01-01

    A study was done to determine the impact of a death education course on the relationship between nursing students' death anxiety and locus of control. No significant changes occurred in death avoidance, death fear, death denial, and the reluctance to interact with the dying after the 15-week course. (JN)

  2. Effects of Death Education on Nursing Students' Anxiety and Locus of Control.

    ERIC Educational Resources Information Center

    Yarber, William L.; And Others

    1981-01-01

    A study was done to determine the impact of a death education course on the relationship between nursing students' death anxiety and locus of control. No significant changes occurred in death avoidance, death fear, death denial, and the reluctance to interact with the dying after the 15-week course. (JN)

  3. An Investigation of the Prevalence of Insomnia in College Students and Its Relationship to Trait Anxiety

    ERIC Educational Resources Information Center

    Sadigh, Micah R.; Himmanen, Sharon A.; Scepansky, James A.

    2014-01-01

    A number of empirical studies have established that insomnia, poor or inefficient sleep, can significantly impact physical and psychological well-being of college students, as well as interfere with their academic success. A major contributor to the experience of insomnia is that of persistent anxiety. In this study, we investigated the prevalence…

  4. An Investigation of the Prevalence of Insomnia in College Students and Its Relationship to Trait Anxiety

    ERIC Educational Resources Information Center

    Sadigh, Micah R.; Himmanen, Sharon A.; Scepansky, James A.

    2014-01-01

    A number of empirical studies have established that insomnia, poor or inefficient sleep, can significantly impact physical and psychological well-being of college students, as well as interfere with their academic success. A major contributor to the experience of insomnia is that of persistent anxiety. In this study, we investigated the prevalence…

  5. College Students and Financial Distress: Exploring Debt, Financial Satisfaction, and Financial Anxiety

    ERIC Educational Resources Information Center

    Archuleta, Kristy L.; Dale, Anita; Spann, Scott M.

    2013-01-01

    The impact of financial concerns on overall mental health has become a popular topic among researchers and practitioners. In this exploratory study, possible associations of financial anxiety were explored using a sample of 180 college students who sought services at a university peer financial counseling center in a Midwestern state. Of…

  6. Stress-management program: intervention in nursing student performance anxiety.

    PubMed

    Godbey, K L; Courage, M M

    1994-06-01

    This study measured the effect of an individualized stress-management program on nursing students who identified anxiety as interfering with academic performance in the nursing program. The quasi-experimental longitudinal study used a pretest, posttest, and follow-up test, control group design. Data were analyzed using t tests and analysis of variance (ANOVAS). In a 6-week counseling program students identified personal stress reactions and adapted coping strategies related to nutrition, exercise, progressive relaxation, cognitive control, time management, and testing skills to personal use. The program was effective in significantly increasing self-esteem and decreasing depression and anxiety. Grades improved sufficiently for student retention.

  7. The structure of Templer's Death Anxiety Scale among Egyptian students.

    PubMed

    Abdel-Khalek, A; Beshai, J A; Templer, D I

    1993-06-01

    Using a standardized Arabic version of the Templer Death Anxiety Scale with Egyptian students (214 males and 214 females), five factors were extracted which corresponded to those reported for several cultures in Asia, Europe, Africa, and America. Means for the Egyptian students of both sexes were significantly higher than those reported in Arab and western cultures. Egyptian female students scored significantly higher than males. The first two factors were mostly comprised of items relating to cognitive/affective components of death and life experiences. These observations support the universality of structures within death anxiety across culture and gender.

  8. Anxiety, Nursing Students, and Simulation: State of the Science.

    PubMed

    Shearer, Jennifer N

    2016-10-01

    The purpose of this state-of-the-science article is to review the existing literature on the effect of anxiety on nursing students' simulation experience and to identify gaps for future research. A comprehensive literature review to determine the state of the science focused on anxiety, nursing students, and simulation in peer-reviewed journal articles and dissertations. The review led to a critical appraisal of 10 articles that met the inclusion criteria. Three clear themes emerged from the review: (a) The Unknown, (b) Critique by Peers and Faculty, and (c) The Experience of Making Mistakes. In addition to these themes, knowledge gaps were identified. Research is needed to develop interventions to effectively decrease student anxiety during simulation and to develop best practices for student preparation. [J Nurs Educ. 2016;55(10):551-554.]. Copyright 2016, SLACK Incorporated.

  9. Social Anxiety Experiences and Responses of University Students

    ERIC Educational Resources Information Center

    Akacan, Behiye; Secim, Gurcan

    2015-01-01

    The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they…

  10. The Relationship between Instructor Feedback and ESL Student Anxiety

    ERIC Educational Resources Information Center

    Di Loreto, Sabrina; McDonough, Kim

    2013-01-01

    This correlational study, conducted in intermediate English as a second language (ESL) high school classes in Quebec, investigated the relationship between instructor feedback and student anxiety. The participants were 53 ESL students in their last year of secondary school who were required to take an integrative-writing exam as part of their…

  11. Language and Anxiety: An Ethnographic Study of International Postgraduate Students

    ERIC Educational Resources Information Center

    Brown, Lorraine

    2008-01-01

    This paper presents some findings from an ethnographic study of international postgraduate students at a university in the South of England, which involved interviews and participant observation over a 12-month academic year. One of the major themes that emerged from this research was students' anxiety over their level of English language.…

  12. Science Anxiety among Elementary School Students: Equity Issues.

    ERIC Educational Resources Information Center

    Czerniak, Charlene; Chiarelott, Leigh

    1985-01-01

    Presents a literature review and research study that assessed science anxiety among elementary students. Concludes that (1) no inherent, biological reasons explain why females should be less adept at science than males; (2) nonthreatening science education is needed for students before grade four; and (3) teachers must be taught about their own…

  13. Effects of Clicker Use on Calculus Students' Mathematics Anxiety

    ERIC Educational Resources Information Center

    Batchelor, John

    2015-01-01

    This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

  14. AQAK: A Library Anxiety Scale for Undergraduate Students

    ERIC Educational Resources Information Center

    Anwar, Mumtaz A.; Al-Qallaf, Charlene L.; Al-Kandari, Noriah M.; Al-Ansari, Husain A.

    2012-01-01

    The library environment has drastically changed since 1992 when Bostick's Library Anxiety Scale was developed. This project aimed to develop a scale specifically for undergraduate students. A three-stage study was conducted, using students of Kuwait University. A variety of statistical measures, including factor analysis, were used to process the…

  15. AQAK: A Library Anxiety Scale for Undergraduate Students

    ERIC Educational Resources Information Center

    Anwar, Mumtaz A.; Al-Qallaf, Charlene L.; Al-Kandari, Noriah M.; Al-Ansari, Husain A.

    2012-01-01

    The library environment has drastically changed since 1992 when Bostick's Library Anxiety Scale was developed. This project aimed to develop a scale specifically for undergraduate students. A three-stage study was conducted, using students of Kuwait University. A variety of statistical measures, including factor analysis, were used to process the…

  16. Effects of Clicker Use on Calculus Students' Mathematics Anxiety

    ERIC Educational Resources Information Center

    Batchelor, John

    2015-01-01

    This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

  17. Dental anxiety: a comparison of students of dentistry, biology, and psychology.

    PubMed

    Storjord, Helene Persen; Teodorsen, Mari Mjønes; Bergdahl, Jan; Wynn, Rolf; Johnsen, Jan-Are Kolset

    2014-01-01

    Dental anxiety is an important challenge for many patients and clinicians. It is thus of importance to know more about dental students' own experiences with dental anxiety and their understanding of dental anxiety. The aim was to investigate differences in dental anxiety levels between dental students, psychology students, and biology students at a Norwegian university. A total of 510 students of dentistry, psychology, and biology at the University of Tromsø received a questionnaire consisting of the Modified Dental Anxiety Scale, demographic questions, and questions relating to their last visit to the dentist/dental hygienist; 169 students gave complete responses. Nonparametric tests were used to investigate differences between the student groups. The respondents were 78% female and 22% male; their mean age was 24 years. The dental students showed a significantly lower degree of dental anxiety than the psychology (P<0.001) and biology students (P<0.001). A significant decrease in dental anxiety levels was found between novice and experienced dentistry students (P<0.001). The dental students had less dental anxiety compared to psychology students and biology students. Experienced dental students also had less dental anxiety than novice dental students. This could indicate that the dentistry program structure at the university may influence dental anxiety levels. Dental anxiety seemed to be less frequent in dentistry students compared to students of biology or clinical psychology. The practice-oriented dentistry education at the university might contribute to the differences in anxiety levels between new and experienced dentistry students.

  18. Impact of anxiety on prefrontal cortex encoding of cognitive flexibility.

    PubMed

    Park, Junchol; Moghaddam, Bita

    2017-03-14

    Anxiety often is studied as a stand-alone construct in laboratory models. But in the context of coping with real-life anxiety, its negative impacts extend beyond aversive feelings and involve disruptions in ongoing goal-directed behaviors and cognitive functioning. Critical examples of cognitive constructs affected by anxiety are cognitive flexibility and decision making. In particular, anxiety impedes the ability to shift flexibly between strategies in response to changes in task demands, as well as the ability to maintain a strategy in the presence of distractors. The brain region most critically involved in behavioral flexibility is the prefrontal cortex (PFC), but little is known about how anxiety impacts PFC encoding of internal and external events that are critical for flexible behavior. Here we review animal and human neurophysiological and neuroimaging studies implicating PFC neural processing in anxiety-induced deficits in cognitive flexibility. We then suggest experimental and analytical approaches for future studies to gain a better mechanistic understanding of impaired cognitive inflexibility in anxiety and related disorders. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

  19. Executive Functions in Students With Depression, Anxiety, and Stress Symptoms.

    PubMed

    Ajilchi, Bita; Nejati, Vahid

    2017-01-01

    This study aimed to investigate and compare the executive functions of students with depression, anxiety, and stress symptoms with those functions in healthy ones. This study was a comparative and non-clinical analysis. The study population comprised all students of Shahid Beheshti University, Tehran, Iran. A total of 448 students were recruited using convenience sampling method. They were also screened using the Depression Anxiety Stress Scales (DASS) test comprising 21 items. Of study participants, 30 people were depressed, 27 had anxiety, and 15 suffered from stress. Then, 50 control people were matched with them. Next, both groups were compared using the Stroop test, Wisconsin card sorting, and cognitive ability test. Using MANOVA test, data analysis revealed no significant differences among 4 groups with regard to selective attention and shifting attention. Depressed group reacted rapidly as opposed to the anxiety group with regard to measures of shifting attention and cognitive abilities; it was observed that the memory, inhibition control, planning, and flexibility of the healthy group were better than those of the 3 other groups. The findings of this research raised specific issues in relation to the role of depression, anxiety, and stress in the disruption of the executive functions of sufferers. Selective and shifting attention and cognitive abilities are specifically affected in this regard. Meanwhile, the role of stress in impairing decision making and the major role of anxiety in impairing sustained attention was shown to be considerable.

  20. Correlates of depression, anxiety and stress among Malaysian university students.

    PubMed

    Shamsuddin, Khadijah; Fadzil, Fariza; Ismail, Wan Salwina Wan; Shah, Shamsul Azhar; Omar, Khairani; Muhammad, Noor Azimah; Jaffar, Aida; Ismail, Aniza; Mahadevan, Raynuha

    2013-08-01

    University students face not only challenges related with independent living, but also academic challenges. This predisposes them to depression, anxiety and stress, which are fairly common. The aim was to assess the prevalence of depression, anxiety and stress, and identify their correlates among university students. A cross-sectional study was conducted on 506 students between the ages of 18 and 24 years from four public universities in the Klang Valley, Malaysia. Through an anonymous, self administered questionnaire, they were assessed by the Depression Anxiety Stress Scale-21 (DASS-21). Data on socio-demographic, family characteristics and living arrangement were also obtained. Student's t-test and one-way ANOVA were used to explore association between these aspects. Analysis showed among all students, 27.5% had moderate, and 9.7% had severe or extremely severe depression; 34% had moderate, and 29% had severe or extremely severe anxiety; and 18.6% had moderate and 5.1% had severe or extremely severe stress scores based on the DASS-21 inventory. Both depression and anxiety scores were significantly higher among older students (20 and above) and those born in rural areas. Whereas, higher stress scores were significantly higher among older students (20 and above), females, Malays and those whose family had either low or high incomes compared to those with middle incomes. The prevalence of anxiety is much higher than either depression or stress, with some differences in their correlates except for age. These differences need to be further explored for development of better intervention programs and appropriate support services targeting this group. Copyright © 2013 Elsevier B.V. All rights reserved.

  1. The Effects of Anxiety Reduction Techniques on Anxiety and Computer-Assisted Learning and Evaluation of College Students. Final Report.

    ERIC Educational Resources Information Center

    O'Neil, Harold F., Jr.; And Others

    The goal of this project was to examine various anxiety reduction techniques on the state anxiety levels and performance of college students. These techniques ranged from instructional to experimental treatments and were investigated in a range of computer-based situations. The state-trait anxiety inventory developed by Spielberger, Gorsuch, and…

  2. A study of students' learning styles and mathematics anxiety amongst form four students in Kerian Perak

    NASA Astrophysics Data System (ADS)

    Esa, Suraya; Mohamed, Nurul Akmal

    2017-05-01

    This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.

  3. Foreign Language Anxiety and Heritage Students of Spanish: A Quantitative Study

    ERIC Educational Resources Information Center

    Tallon, Michael

    2009-01-01

    The purpose of this study was to investigate if heritage students of Spanish experience foreign language anxiety and, if so, what levels of anxiety they experience. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 413 students (209 heritage students and 204 nonheritage students) participated in this…

  4. Helping Adult Students with Test Anxiety. Techniques.

    ERIC Educational Resources Information Center

    Gadell, Michael

    1989-01-01

    Suggestions are made regarding ways teachers can help adult learners reduce their test anxiety. These general comments apply to content-oriented courses and may have some general applicability to all testing situations. The suggestions include clearly characterizing the test prior to its administration, planning for last-minute questions on test…

  5. Cross-Cultural Examination of Test Anxiety among US and Singapore Students on the Test Anxiety Scale for Elementary Students (TAS-E)

    ERIC Educational Resources Information Center

    Lowe, Patricia A.; Ang, Rebecca P.

    2012-01-01

    In the present study, the similarity of the factor structure of the Test Anxiety Scale for Elementary Students (TAS-E) and cultural and gender differences in test anxiety were examined in a sample of 1322 US and Singapore elementary students. The similarity of the factor structure of the TAS-E, a measure of test anxiety, was examined to determine…

  6. Cross-Cultural Examination of Test Anxiety among US and Singapore Students on the Test Anxiety Scale for Elementary Students (TAS-E)

    ERIC Educational Resources Information Center

    Lowe, Patricia A.; Ang, Rebecca P.

    2012-01-01

    In the present study, the similarity of the factor structure of the Test Anxiety Scale for Elementary Students (TAS-E) and cultural and gender differences in test anxiety were examined in a sample of 1322 US and Singapore elementary students. The similarity of the factor structure of the TAS-E, a measure of test anxiety, was examined to determine…

  7. The Impact of Monaural Beat Stimulation on Anxiety and Cognition

    PubMed Central

    Chaieb, Leila; Wilpert, Elke C.; Hoppe, Christian; Axmacher, Nikolai; Fell, Juergen

    2017-01-01

    Application of auditory beat stimulation has been speculated to provide a promising new tool with which to alleviate symptoms of anxiety and to enhance cognition. In spite of reportedly similar EEG effects of binaural and monaural beats, data on behavioral effects of monaural beats are still lacking. Therefore, we examined the impact of monaural beat stimulation on anxiety, mood and memory performance. We aimed to target states related to anxiety levels and general well-being, in addition to long-term and working memory processes, using monaural beats within the range of main cortical rhythms. Theta (6 Hz), alpha (10 Hz) and gamma (40 Hz) beat frequencies, as well as a control stimulus were applied to healthy participants for 5 min. After each stimulation period, participants were asked to evaluate their current mood state and to perform cognitive tasks examining long-term and working memory processes, in addition to a vigilance task. Monaural beat stimulation was found to reduce state anxiety. When evaluating responses for the individual beat frequencies, positive effects on state anxiety were observed for all monaural beat conditions compared to control stimulation. Our results indicate a role for monaural beat stimulation in modulating state anxiety and are in line with previous studies reporting anxiety-reducing effects of auditory beat stimulation. PMID:28555100

  8. The Impact of Monaural Beat Stimulation on Anxiety and Cognition.

    PubMed

    Chaieb, Leila; Wilpert, Elke C; Hoppe, Christian; Axmacher, Nikolai; Fell, Juergen

    2017-01-01

    Application of auditory beat stimulation has been speculated to provide a promising new tool with which to alleviate symptoms of anxiety and to enhance cognition. In spite of reportedly similar EEG effects of binaural and monaural beats, data on behavioral effects of monaural beats are still lacking. Therefore, we examined the impact of monaural beat stimulation on anxiety, mood and memory performance. We aimed to target states related to anxiety levels and general well-being, in addition to long-term and working memory processes, using monaural beats within the range of main cortical rhythms. Theta (6 Hz), alpha (10 Hz) and gamma (40 Hz) beat frequencies, as well as a control stimulus were applied to healthy participants for 5 min. After each stimulation period, participants were asked to evaluate their current mood state and to perform cognitive tasks examining long-term and working memory processes, in addition to a vigilance task. Monaural beat stimulation was found to reduce state anxiety. When evaluating responses for the individual beat frequencies, positive effects on state anxiety were observed for all monaural beat conditions compared to control stimulation. Our results indicate a role for monaural beat stimulation in modulating state anxiety and are in line with previous studies reporting anxiety-reducing effects of auditory beat stimulation.

  9. The child anxiety impact scale: examining parent- and child-reported impairment in child anxiety disorders.

    PubMed

    Langley, Audra K; Falk, Avital; Peris, Tara; Wiley, Joshua F; Kendall, Philip C; Ginsburg, Golda; Birmaher, Boris; March, John; Albano, Ann Marie; Piacentini, John

    2014-01-01

    The purpose of the current investigation was to examine the factor structure, reliability, and construct validity of both the Child and Parent version of the Child Anxiety Impact Scale (CAIS) using data obtained from the Child/Adolescent Anxiety Multimodal Study (Walkup et al., 2008 ). The CAIS child and parent versions measure anxiety-related functional impairment in school, social, and family domains. Participants were 488 children ages 7 to 17 (M age = 10.7, SD = 2.8 years) enrolled as part of the CAMS study across 6 sites and their primary parent or caregiver. Families participated in a structured diagnostic interview and then completed the CAIS along with other measures. Confirmatory factor analysis revealed that the a priori three-factor structure (school, social, and home/family) for the CAIS parent- and CAIS child-report was a reasonable fit, with a comparative fit index of .88 and root mean square error of approximation of .05. Internal consistency was very good for total score and subscales of both versions of the scale (Cronbach's α = .70-.90). The CAIS total scores demonstrated good construct validity, showing predicted significant correlations with the Child Behavior Checklist (CBCL) Internalizing Scale, the Multidimensional Anxiety Scale for Children (MASC) and Screen for Child Anxiety Related Emotional Disorders (SCARED) Total Scores, the Pediatric Anxiety Rating Scale, and the Children's Global Assessment Scale. In addition, CAIS Social and School subscales were significantly related to similar subscales on the CBCL, SCARED, and MASC. The results provide support that the CAIS is a reliable and valid measure for the assessment of the impact of anxiety on child and adolescent functioning.

  10. The Relation General Anxiety Levels, Anxiety of Writing, and Attitude for Turkish Course of Secondary School Students

    ERIC Educational Resources Information Center

    Yaman, Havva

    2014-01-01

    This study analyzed whether secondary-school students' continuous and stationary anxieties predict their anxiety about writing and their attitudes about courses in Turkish. The research participants consisted of 281 students in Sakarya Province, 58% male and 42% female. The personal descriptive survey model was used for the research. As data…

  11. The Relationships of Self-Esteem, General Anxiety and Test Anxiety in Black and White Elementary School Students.

    ERIC Educational Resources Information Center

    Jones, Charles H.

    The purpose of this dissertation was to investigate the relationships between self-esteem and general anxiety and test anxiety by sex and by grade level for a matched sample of white and black young adolescent students in a racially integrated school setting. Various tests were administered to the entire student population of the East Aurora,…

  12. Self-Esteem, Test Anxiety and General Anxiety Among Students of Three Ethnic Groups in Grades 9 Through 12.

    ERIC Educational Resources Information Center

    Nasseri, Gholamreza

    This dissertation investigated the levels of self esteem, general anxiety, and test anxiety, and their inter-relationships among white, black, and Spanish surnamed students in grades nine through twelve. The relationships of sex and grade levels to these variables were also examined. A group of 2,448 students from two public high schools were…

  13. The Relationships of Self-Esteem, General Anxiety and Test Anxiety in Black and White Elementary School Students.

    ERIC Educational Resources Information Center

    Jones, Charles H.

    The purpose of this dissertation was to investigate the relationships between self-esteem and general anxiety and test anxiety by sex and by grade level for a matched sample of white and black young adolescent students in a racially integrated school setting. Various tests were administered to the entire student population of the East Aurora,…

  14. The Influence of Social Support on the Levels of Depression, Anxiety and Stress among Students in Ghana

    ERIC Educational Resources Information Center

    Kugbey, Nuworza; Osei-Boadi, Samuel; Atefoe, Ethel Akpene

    2015-01-01

    This study examined the impact of social support from family, friends and significant others on the levels depression, anxiety and stress among undergraduate students of University of Ghana. A total of one hundred and sixty-five (165) students were sampled from all the levels and were administered with standardized questionnaires measuring social…

  15. Commencing nursing students' perceptions and anxiety of bioscience.

    PubMed

    Craft, Judy; Hudson, Peter; Plenderleith, Mark; Wirihana, Lisa; Gordon, Christopher

    2013-11-01

    It is known that bioscience is perceived to be difficult and causes anxiety within undergraduate nursing students; yet, commencing students' perceptions of bioscience is not known. Therefore, the aim of this study was to ascertain incoming students' perceptions, knowledge and approaches to learning bioscience. Incoming students to the Bachelor of Nursing completed a questionnaire prior to undertaking bioscience. Two hundred and seventy three students completed the questionnaire that explored their expectations, preconceptions of bioscience content, approaches to learning bioscience, and relationship to clinical practice in the context of biosciences. Participant ages ranged from 17 to 53 (mean 23 years), and 78% of students had completed at least one secondary school science subject, of which 60% had studied biology. Overall, students' preconceptions included anxiety about studying bioscience, bioscience being difficult and harder than nursing subjects, and that more content will be required for bioscience than nursing subjects. Analysis using ANOVA revealed the relationships for secondary school science and age on student responses. A significant effect of secondary school science was found for science in school being advantageous for bioscience (p=0.010), understanding what bioscience entails (p=0.002), needing to study science prior to the start of the semester (p=0.009), and that bioscience is considered difficult (p=0.029). A significant effect of age was found for exams being more difficult than other assessments (p=0.000) and for being able to see the relevance of nursing when reaching the workplace (p=0.011). The findings also indicated that perceptions and associated anxieties related to bioscience were present in commencing students, similar to those which have been reported previously in established student groups. This strongly suggests that the faculty should attempt to dispel preconceptions about bioscience and target improved supports to facilitate

  16. Feminism and Factoral Analyses: Alleviating Students' Statistics Anxieties.

    ERIC Educational Resources Information Center

    Nielsen, Linda

    1979-01-01

    Describes female math underachievement and counseling or teaching techniques being implemented on college campuses to alleviate math anxiety. Students derive unique benefits from being taught research and statistics courses by female professors. To be effective, female professors must embody distinct feminist roles and perspectives. Specific…

  17. Medical Student Anxiety in the Emergency Room on Preceptorship.

    ERIC Educational Resources Information Center

    Sivertson, S. E.; Stone, Howard

    1980-01-01

    The results of a study designed to determine the relationship between time students on preceptorships spend in the emergency room and their self-judged anxiety while working there is reported. As a result of this study, program administrators have encouraged preceptors to expand emergency room experience. (Author/MLW)

  18. Pre-Placement Anxiety among Foundation-Year MSW Students: A Follow-up Study

    ERIC Educational Resources Information Center

    Rosenthal Gelman, Caroline; Lloyd, Chrishana M.

    2008-01-01

    This Field Note presents a follow-up to a pilot study that explored pre-field placement anxiety for 1st-year MSW students. Previous studies report that students experience significant anxiety as they anticipate their field placement, and research indicates that anxiety has the potential to affect learning. A sample of 204 students reported…

  19. A Cross-Cultural Study of Anxiety among Chinese and Caucasian American University Students

    ERIC Educational Resources Information Center

    Xie, Dong; Leong, Frederick T. L.

    2008-01-01

    This study investigated the cross-cultural differences on state, trait, and social anxiety between Chinese and Caucasian American university students. Chinese students reported higher levels of social anxiety than did Caucasian American students. Correlations between trait and state anxiety were compared in light of the trait model of…

  20. A Cross-Cultural Study of Anxiety among Chinese and Caucasian American University Students

    ERIC Educational Resources Information Center

    Xie, Dong; Leong, Frederick T. L.

    2008-01-01

    This study investigated the cross-cultural differences on state, trait, and social anxiety between Chinese and Caucasian American university students. Chinese students reported higher levels of social anxiety than did Caucasian American students. Correlations between trait and state anxiety were compared in light of the trait model of…

  1. Social anxiety spectrum: gender differences in Italian high school students.

    PubMed

    Dell'Osso, Liliana; Saettoni, Marco; Papasogli, Alessandra; Rucci, Paola; Ciapparelli, Antonio; Di Poggio, Adolfo Bandettini; Ducci, Francesca; Hardoy, Carolina; Cassano, Giovanni Battista

    2002-04-01

    Gender differences in the social anxiety spectrum and their correlation with other psychopathological features were analyzed in 520 students by using two questionnaires: the Social Anxiety Spectrum Self-Report (SHY-SR), which explores social anxiety spectrum, and the General Spectrum Measure (GSM), which explores panic-agoraphobia, mood, obsessive-compulsive, and eating-behavior features. Mean SHY-SR total score was significantly higher in women than in men, and gender differences were particularly pronounced for interpersonal sensitivity domain. Likewise, GSM scores were higher in women, except for the manic section. The SHY-SR domains correlated significantly with all GSM sections, except for the manic section. In conclusion, women reported more symptoms than men (who belonged to different psychopathologic dimensions) and displayed a profile of social anxiety spectrum that differs quantitatively but not qualitatively from the men's profile. The correlation between social anxiety spectrum and other psychopathological features mirrors previous findings concerning the high comorbidity of axis-I social anxiety disorder.

  2. Anxiety among University Students and Its Effects on Nutrition

    ERIC Educational Resources Information Center

    Ongel, Kurtulus; Balci, Umut Gok; Simsek, Yasemin; Ileri, Hande; Kucuk, Ece Fidan

    2015-01-01

    Purpose: It is purposed to determine food habits of the students of Faculty of Medicine at Izmir Katip Çelebi University and to research how it is affected by anxiety in this study. Methodology: While the study was carried out in March, April and May in 2014, its universe was composed of totally 196 students who were from 1st, 2nd and 3rd classes…

  3. Manikin-based simulation: online orientation and student anxiety

    PubMed Central

    Giuliano, Dominic A.; McGregor, Marion; Howard, Loretta; Taylor, Rebecca; Statz, Rachel; Linka, Madolyn; Bagnell, Christina

    2016-01-01

    Objective: This study examined changes in anxiety associated with different modes of student orientation to a manikin-based simulation lab. It was purposed that the addition of an online orientation prior to the actual lab would save time for more learning content during the session. Methods: Anxiety scores were gathered from groups of interns, using a visual analog scale. Some students experienced a 30-minute in-person orientation while others completed an online module. One-way analysis of variance and the Kruskal-Wallis test were used for analysis. Results: Mean anxiety scores were not statistically different (χ2 = 2.51, p = .29) between the group that received a 30-minute in-person orientation and the online group. At the end of the entire introductory phase, there was a significant difference between year cohorts (F = 9.61, p < .001), indicating overall higher anxiety for one of the years receiving in-person orientation. However, when looking at the remaining in-person orientation year vs the online module year, there was no significant difference seen (p = .56). Conclusions: Successful transition, resulting in substantial gain to learning time, was observed by changing an in-person orientation to an online format. Anxiety levels were noted to fluctuate significantly from year to year regardless of orientation method. PMID:27479004

  4. Impact of CNG Crisis on Student's Academic Life

    ERIC Educational Resources Information Center

    Azeem, Kiran; Nadeem, Wajiha; Zia, Afsa; Shehzad, Shiza; Anwar, Zara

    2017-01-01

    The goal of this study is to determine the impact of Compressed Natural Gas (CNG) crisis on Student's Academic Life of Karachi Pakistan. This research helps in observing the behavior of students and their educational progress includes depression and anxiety, rate of absenteeism and undesirable results in exams threatens due to CNG crisis and…

  5. Comparison of Preservice Elementary Teachers Anxiety about Teaching Students to Identify Minerals and Rocks and Students in Geology Courses Anxiety about Identification of Minerals and Rocks.

    ERIC Educational Resources Information Center

    Westerback, Mary E.; And Others

    1985-01-01

    Compared preservice elementary teachers (N=58) and geology students (N=51) on their ability to identify rocks and minerals. Anxiety levels were different between the preservice teachers (high) and the geology students (low). Further analysis of geology students indicated a reverse relationship between anxiety and exam performance. (Author/DH)

  6. Comparison of Preservice Elementary Teachers Anxiety about Teaching Students to Identify Minerals and Rocks and Students in Geology Courses Anxiety about Identification of Minerals and Rocks.

    ERIC Educational Resources Information Center

    Westerback, Mary E.; And Others

    1985-01-01

    Compared preservice elementary teachers (N=58) and geology students (N=51) on their ability to identify rocks and minerals. Anxiety levels were different between the preservice teachers (high) and the geology students (low). Further analysis of geology students indicated a reverse relationship between anxiety and exam performance. (Author/DH)

  7. Statistics and mathematics anxiety in social science students: some interesting parallels.

    PubMed

    Zeidner, M

    1991-11-01

    This study illuminates some interesting parallels between statistics anxiety and mathematics anxiety in social science students. Parallel to what is confirmed for mathematics anxiety, two factors were observed to underly statistics anxiety scores, namely, statistics test anxiety and content anxiety. The study revealed modest though significant correlations between student attributes and the two confirmed dimensions of statistics anxiety. Furthermore, parallel to the inverse correlation reported for mathematics anxiety and maths course performance, statistics anxiety correlated negatively with high school matriculation scores in maths as well as self perceptions of maths abilities. These data lend support to the hypothesis that aversive prior experiences with mathematics, prior poor achievement in maths, and a low sense of maths self-efficacy are meaningful antecedent correlates of statistics anxiety and thus lend some credence to the "deficit" interpretation of statistics anxiety.

  8. Predictors of Anxiety towards Computers.

    ERIC Educational Resources Information Center

    Farina, F.; And Others

    1991-01-01

    Relationships between anxiety toward computers and variables trait anxiety, anxiety toward mathematics, perceived impact of computers on society, and experience in using computers were studied in a sample of 81 male and 81 female university students. All of these variables were found to influence anxiety toward computers, and a significant…

  9. Addressing Test Anxiety

    ERIC Educational Resources Information Center

    Salend, Spencer J.

    2011-01-01

    Research suggests that between 25% to 40% of students experience test anxiety, with students with disabilities and those from culturally and linguistically diverse backgrounds having higher prevalence rates. Since test anxiety impacts student well-being and the validity of the important educational decisions based on testing data, this article…

  10. Life events and anxiety in Chinese medical students.

    PubMed

    Liu, X C; Oda, S; Peng, X; Asai, K

    1997-02-01

    The authors studied a sample of 537 Chinese medical students aged 15-21 years using Zung's Self-Rating Anxiety Scale (SAS) and a life events checklist. The results showed that test pressure, less free time, peer competition, failure in a test, and financial problems were the most common stressful experiences for medical students during the previous 12 months. Social and personal problems were rated the highest on scores of perceived stress. Of all students, 12.5% scored over the cut-off point on the SAS previously established to indicate risk of psychiatric disorder. Using a stepwise regression analysis, it was shown that poor health status, little physical exercise, financial problems in the family, test pressure, conflict with classmates, the personality trait of introversion, getting up late in the morning, and freshman status were independently associated with the presence of anxiety.

  11. A Multivariate Study of Personality, Situational and Demographic Predictors of Death Anxiety in College Students

    ERIC Educational Resources Information Center

    Smith, Alexander H., Jr.

    1977-01-01

    The California Psychological Inventory (CPI), the Levanthal Anxiety Scale, the Templer Death Anxiety Scale (DAS), and a questionnaire determining various demographic and situational variables relevant to death anxiety were administered to college students (N=180). Percentage of the variance of death anxiety accounted for by each predictor variable…

  12. Interpersonal Psychotherapy-Adolescent Skills Training: Anxiety Outcomes and Impact of Comorbidity

    ERIC Educational Resources Information Center

    Young, Jami F.; Makover, Heather B.; Cohen, Joseph R.; Mufson, Laura; Gallop, Robert J.; Benas, Jessica S.

    2012-01-01

    Given the frequent comorbidity of anxiety and depression, it is important to study the effects of depression interventions on anxiety and the impact of comorbid anxiety on depression outcomes. This article reports on pooled anxiety and depression data from two randomized trials of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a…

  13. Interpersonal Psychotherapy-Adolescent Skills Training: Anxiety Outcomes and Impact of Comorbidity

    ERIC Educational Resources Information Center

    Young, Jami F.; Makover, Heather B.; Cohen, Joseph R.; Mufson, Laura; Gallop, Robert J.; Benas, Jessica S.

    2012-01-01

    Given the frequent comorbidity of anxiety and depression, it is important to study the effects of depression interventions on anxiety and the impact of comorbid anxiety on depression outcomes. This article reports on pooled anxiety and depression data from two randomized trials of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a…

  14. What Students Want You to Know: Promoting Achievement in Postsecondary Students with Anxiety Disorders

    ERIC Educational Resources Information Center

    Sokal, Laura; Desjardins, Nicole

    2016-01-01

    Eight Canadian postsecondary students who had been diagnosed with anxiety disorders were interviewed to determine their perceptions of the supports and barriers they experienced at university. Qualitative analysis revealed four themes related to student needs: self-determination; shame, guilt, and judgment; control; and trust. Students provided…

  15. What Students Want You to Know: Promoting Achievement in Postsecondary Students with Anxiety Disorders

    ERIC Educational Resources Information Center

    Sokal, Laura; Desjardins, Nicole

    2016-01-01

    Eight Canadian postsecondary students who had been diagnosed with anxiety disorders were interviewed to determine their perceptions of the supports and barriers they experienced at university. Qualitative analysis revealed four themes related to student needs: self-determination; shame, guilt, and judgment; control; and trust. Students provided…

  16. State test-anxiety, selective attention and concentration in university students.

    PubMed

    Fernández-Castillo, Antonio; Caurcel, María J

    2015-08-01

    The principal aim of this study was to assess the level of selective attention and mental concentration before exams in a sample of university students and to determine a possible relationship between anxiety and reduction of levels of attention in this circumstance. A total of 403 university students, 176 men and 227 women, aged from 18 to 46 years, participated in the study. Of them, 169 were first-year undergraduates, 118 were second to fourth-year undergraduates and 116 were postgraduate Master's degree students. All of them completed the Spanish version of the Spielberger State-Anxiety Inventory and the D2 Attention Test just before taking an exam. Our results showed that participants with lower levels of anxiety had higher levels of selective attention and mental concentration before the exam. These results specifically indicate that when anxiety levels are very high, this could over-activate the orientating and alerting functions and to reduce the capacity of attentional control. These processes could have a negative impact on specific attentional processes and become a negative influence on performance in exams. © 2014 International Union of Psychological Science.

  17. Differential impact of anxiety symptoms and anxiety disorders on treatment outcome for psychotic depression in the STOP-PD study.

    PubMed

    Davies, Simon J C; Mulsant, Benoit H; Flint, Alastair J; Rothschild, Anthony J; Whyte, Ellen M; Meyers, Barnett S

    2014-07-01

    There are conflicting results on the impact of anxiety on depression outcomes. The impact of anxiety has not been studied in major depression with psychotic features ("psychotic depression"). We assessed the impact of specific anxiety symptoms and disorders on the outcomes of psychotic depression. We analyzed data from the Study of Pharmacotherapy for Psychotic Depression that randomized 259 younger and older participants to either olanzapine plus placebo or olanzapine plus sertraline. We assessed the impact of specific anxiety symptoms from the Brief Psychiatric Rating Scale ("tension", "anxiety" and "somatic concerns" and a composite anxiety score) and diagnoses (panic disorder and GAD) on psychotic depression outcomes using linear or logistic regression. Age, gender, education and benzodiazepine use (at baseline and end) were included as covariates. Anxiety symptoms at baseline and anxiety disorder diagnoses differentially impacted outcomes. On adjusted linear regression there was an association between improvement in depressive symptoms and both baseline "tension" (coefficient=0.784; 95% CI: 0.169-1.400; p=0.013) and the composite anxiety score (regression coefficient = 0.348; 95% CI: 0.064-0.632; p=0.017). There was an interaction between "tension" and treatment group, with better responses in those randomized to combination treatment if they had high baseline anxiety scores (coefficient=1.309; 95% CI: 0.105-2.514; p=0.033). In contrast, panic disorder was associated with worse clinical outcomes (coefficient=-3.858; 95% CI: -7.281 to -0.434; p=0.027) regardless of treatment. Our results suggest that analysis of the impact of anxiety on depression outcome needs to differentiate psychic and somatic symptoms. Copyright © 2014 Elsevier Inc. All rights reserved.

  18. Separation Anxiety Over for Deep Impact

    NASA Image and Video Library

    2005-07-04

    This image of NASA Deep Impact impactor probe was taken by the mission mother ship, or flyby spacecraft, after the two separated at 11:07 p.m. Pacific time, July 2 2:07 a.m. Eastern time, July 3, 2005.

  19. Differential Dimensions of Death Anxiety in Nursing Students with and without Nursing Experience

    ERIC Educational Resources Information Center

    Chen, Yi-Chuen; Ben, Kevin S. Del; Fortson, Beverly L.; Lewis, Jean

    2006-01-01

    Researchers have demonstrated death anxiety in nursing professionals; however, it is unclear as to when this anxiety develops. This study used a multidimensional measure to investigate death anxiety in a group of experienced (n = 53) and inexperienced (n = 49) nursing students and a control group of non-nursing students (n = 50). Experienced…

  20. No Fear, Just Relax and Play: Social Anxiety, Alcohol Expectancies, and Drinking Games among College Students

    ERIC Educational Resources Information Center

    Ham, Lindsay S.; Zamboanga, Byron L.; Olthuis, Janine V.; Casner, Hilary G.; Bui, Ngoc

    2010-01-01

    Objective: The authors examined the association between social anxiety and drinking game (DG) involvement as well as the moderating role of social anxiety-relevant alcohol outcome expectancies (AOE) in social anxiety and DG involvement among college students. Participants: Participants were 715 students (74.8% women, M[subscript age] = 19.46, SD =…

  1. Differential Dimensions of Death Anxiety in Nursing Students with and without Nursing Experience

    ERIC Educational Resources Information Center

    Chen, Yi-Chuen; Ben, Kevin S. Del; Fortson, Beverly L.; Lewis, Jean

    2006-01-01

    Researchers have demonstrated death anxiety in nursing professionals; however, it is unclear as to when this anxiety develops. This study used a multidimensional measure to investigate death anxiety in a group of experienced (n = 53) and inexperienced (n = 49) nursing students and a control group of non-nursing students (n = 50). Experienced…

  2. No Fear, Just Relax and Play: Social Anxiety, Alcohol Expectancies, and Drinking Games among College Students

    ERIC Educational Resources Information Center

    Ham, Lindsay S.; Zamboanga, Byron L.; Olthuis, Janine V.; Casner, Hilary G.; Bui, Ngoc

    2010-01-01

    Objective: The authors examined the association between social anxiety and drinking game (DG) involvement as well as the moderating role of social anxiety-relevant alcohol outcome expectancies (AOE) in social anxiety and DG involvement among college students. Participants: Participants were 715 students (74.8% women, M[subscript age] = 19.46, SD =…

  3. High-Stakes Accountability: Student Anxiety and Large-Scale Testing

    ERIC Educational Resources Information Center

    von der Embse, Nathaniel P.; Witmer, Sara E.

    2014-01-01

    This study examined the relationship between student anxiety about high-stakes testing and their subsequent test performance. The FRIEDBEN Test Anxiety Scale was administered to 1,134 11th-grade students, and data were subsequently collected on their statewide assessment performance. Test anxiety was a significant predictor of test performance…

  4. High-Stakes Accountability: Student Anxiety and Large-Scale Testing

    ERIC Educational Resources Information Center

    von der Embse, Nathaniel P.; Witmer, Sara E.

    2014-01-01

    This study examined the relationship between student anxiety about high-stakes testing and their subsequent test performance. The FRIEDBEN Test Anxiety Scale was administered to 1,134 11th-grade students, and data were subsequently collected on their statewide assessment performance. Test anxiety was a significant predictor of test performance…

  5. Test Anxiety Among Black College Students: A Cross-Cultural Study

    ERIC Educational Resources Information Center

    Bronzaft, Arline L.; And Others

    1974-01-01

    On the Alpert-Haber Achievement Anxiety Test, University of the West Indies black students had significantly higher facilitating test anxiety and significantly lower debilitating test anxiety in comparison to black students at Lehman College in the United States. Results are explained in terms of cross-cultural differences in attitudes toward…

  6. Facilitating and Debilitating Test Anxiety Among College Students and Volunteers for Desensitization Workshops

    ERIC Educational Resources Information Center

    Hudesman, John; Wiesner, Ezra

    1978-01-01

    Examines whether the degree of facilitating and debilitating test anxiety is different for students who volunteer for test anxiety desensitization workshops than it is for the general college population, whether test anxiety in urban community college students is correlated, and whether either or both of the AAT scales are predictive of student…

  7. The Effect of Counselor Anxiety on the Systematic Desensitization of Test-Anxious College Students.

    ERIC Educational Resources Information Center

    Hudesman, John; Wiesner, Ezra

    1979-01-01

    Evaluates effect of the counselor's level of anxiety on students taking part in test anxiety desensitization workshops. Results indicate the number of sessions attended by students is inversely related to the counselor's level of anxiety. Implications for counselor screening in desensitization work are mentioned. (Author)

  8. Facilitating and Debilitating Test Anxiety Among College Students and Volunteers for Desensitization Workshops

    ERIC Educational Resources Information Center

    Hudesman, John; Wiesner, Ezra

    1978-01-01

    Examines whether the degree of facilitating and debilitating test anxiety is different for students who volunteer for test anxiety desensitization workshops than it is for the general college population, whether test anxiety in urban community college students is correlated, and whether either or both of the AAT scales are predictive of student…

  9. The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement

    ERIC Educational Resources Information Center

    Zakaria, Effandi; Nordin, Norazah Mohd

    2008-01-01

    The study investigated the effects of mathematics anxiety on matriculation students as related to motivation and achievement. Subjects included 88 students who were at the end of their second semester of study. Anxiety and motivation were measured using the Fennema-Sherman Math Anxiety Scale (MAS) and Effectance Motivation Scale (EMS)…

  10. Employing Computer-Administered Exams in General Psychology: Student Anxiety and Expectations

    ERIC Educational Resources Information Center

    Schult, Carolyn A.; McIntosh, John L.

    2004-01-01

    Computer-administered exams offer many advantages, but instructors may be reluctant to use them due to concerns that computer anxiety may increase student test anxiety. Introductory psychology students (N = 265) completed surveys prior to their first exam about their anxiety related to the upcoming exam, computers in general, and taking exams on…

  11. The Development and Validation of a Tool to Measure Self-Confidence and Anxiety in Nursing Students While Making Clinical Decisions

    ERIC Educational Resources Information Center

    White, Krista Alaine

    2011-01-01

    Clinical decision making (CDM) is a cornerstone skill for nurses. Self-confidence and anxiety are two affective influences that impact the learning and adeptness of CDM. Currently, no instruments exist that measure perceived self-confidence and anxiety level of undergraduate nursing students related to CDM. The purpose of this research was to…

  12. The Development and Validation of a Tool to Measure Self-Confidence and Anxiety in Nursing Students While Making Clinical Decisions

    ERIC Educational Resources Information Center

    White, Krista Alaine

    2011-01-01

    Clinical decision making (CDM) is a cornerstone skill for nurses. Self-confidence and anxiety are two affective influences that impact the learning and adeptness of CDM. Currently, no instruments exist that measure perceived self-confidence and anxiety level of undergraduate nursing students related to CDM. The purpose of this research was to…

  13. Factors Associated with Depression and Anxiety Symptoms Among Medical Students in Bahrain.

    PubMed

    Mahroon, Zaid A; Borgan, Saif M; Kamel, Charlotte; Maddison, Wendy; Royston, Maeve; Donnellan, Claire

    2017-06-29

    Medical training can be a stressful experience and may negatively impact mental health for some students. The purpose of this study was to identify the prevalence of depressive and anxiety symptoms among medical students in one international medical university in the Kingdom of Bahrain and to determine associations between these symptoms, the students' characteristics, and their satisfaction with life. This is a cross sectional study using a self-administered questionnaire, distributed to 350 enrolled medical students. We used Beck's Depression Inventory (BDI-II) and Beck's Anxiety Inventory (BAI) instruments to assess depressive and anxiety symptoms. The Satisfaction With Life Scale (SWLS) was used to measure global cognitive judgments of one's life satisfaction. Sociodemographic details including social background and academic information were also documented. Forty percent (n = 124) of the participants had depressive symptoms, of which 18.9% (n = 58) met the criteria for mild, 13% (n = 40) for moderate, and 8.5% (n = 26) for severe depressive symptoms. Depressive symptoms were associated with Arab ethnicity (χ (2) = 5.66, p = .017), female gender (χ (2) = 3.97, p = .046), relationship with peers (p < .001), year of study (χ (2) = 13.68, p = .008), and academic performance (p < 0.001). Anxiety symptoms were present in 51% (n = 158) of students. Anxiety symptoms were associated with female gender (χ (2) = 11.35, p < 0.001), year of study (χ (2) = 10.28, p = .036), and academic performance (χ (2) = 14.97, p = .002). The prevalence of depressive and anxiety symptoms among medical students was high. Medical universities in the Middle East may need to allocate more resources into monitoring and early detection of medical student distress. Medical education providers are encouraged to provide adequate pastoral and psychological support for medical students, including culturally appropriate self-care programs within the

  14. Significant Predictors of Test Anxiety among Students with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Whitaker Sena, Jolyn D.; Lowe, Patricia A.; Lee, Steven W. Whitaker Sena, Jolyn D.; Lowe, Patricia A.; Lee, Steven W.

    2007-01-01

    In the present study, the relationship between students with and without learning disabilities (LD) and different aspects of test anxiety was examined on a new multidimensional measure of test anxiety. A sample of 774 elementary and secondary school students--195 students with LD and 579 students not identified with LD--completed the "Test Anxiety…

  15. Separation Anxiety Over for Deep Impact

    NASA Technical Reports Server (NTRS)

    2005-01-01

    This image of Deep Impact's impactor probe was taken by the mission's mother ship, or flyby spacecraft, after the two separated at 11:07 p.m. Pacific time, July 2 (2:07 a.m. Eastern time, July 3). The impactor is scheduled to collide with comet Tempel 1 at 10:52 p.m. Pacific time, July 3 (1:52 a.m. Eastern time, July 4). The impactor can be seen at the center of the image.

  16. Separation Anxiety Over for Deep Impact

    NASA Technical Reports Server (NTRS)

    2005-01-01

    This image of Deep Impact's impactor probe was taken by the mission's mother ship, or flyby spacecraft, after the two separated at 11:07 p.m. Pacific time, July 2 (2:07 a.m. Eastern time, July 3). The impactor is scheduled to collide with comet Tempel 1 at 10:52 p.m. Pacific time, July 3 (1:52 a.m. Eastern time, July 4). The impactor can be seen at the center of the image.

  17. The Impact of Competitive Trait Anxiety on Collegiate Powerlifting Performance.

    PubMed

    Judge, Lawrence W; Urbina, Leslie J; Hoover, Donald L; Craig, Bruce W; Judge, Lani M; Leitzelar, Brianna M; Pearson, David R; Holtzclaw, Kara A; Bellar, David M

    2016-09-01

    Judge, LW, Urbina, LJ, Hoover, DL, Craig, BW, Judge, LM, Leitzelar, BM, Pearson, DR, Holtzclaw, KA, and Bellar, DM. The impact of competitive trait anxiety on collegiate powerlifting performance. J Strength Cond Res 30(9): 2399-2405, 2016-The purpose of this study was to determine the relationship between competitive trait anxiety measures and powerlifting (PL) performance. Thirty-six collegiate powerlifters on club teams from 3 universities were recruited during a competition (men = 26, women = 10; age = 19.9 ± 1.5 years; height = 172.5 ± 8.6 cm; weight = 81.4 ± 21.0 kg). The athletes were distributed across weight classes for collegiate PL (47.6 kg: 1; 51.7 kg: 1; 54.9 kg: 1; 59.8 kg: 3; 67.1 kg: 2; 74.8 kg: 7; 82.1 kg: 4; 89.8 kg: 9; 99.8 kg: 5; super heavyweight: 3). A survey containing questions about PL performance history and the 15-item Sport Competition Anxiety Test (SCAT) were administered to the participants before competing. The SCAT total was negatively correlated (r = -0.397; p = 0.02) to the athletes' percentage of best total achieved in the competition (actual performance total/best comp total × 100). Of the individual lifts, the SCAT score was negatively correlated to the personal best for bench press (r = -0.368; p = 0.03) and deadlift (r = -0.317, p = 0.05), but did not significantly correlate for squat (r = -0.182, p = 0.27). These results indicate a negative correlation between the SCAT score and athletes' personal best totals in PL. Increased SCAT scores were associated with decreased personal best PL totals. The results suggest that competitive trait anxiety may have negatively impacted performance and that some PL athletes may benefit from interventions aimed at decreasing anxiety before and during performance.

  18. Death Anxiety and Education: A Comparison Among Undergraduate and Graduate Students.

    PubMed

    Nienaber, Kristie; Goedereis, Eric

    2015-01-01

    The present study investigated the association between level of education and self-reported levels of anxiety regarding death of self and others among undergraduate students (n = 149) and graduate students (n = 92). Participants completed the Multidimensional Fear of Death Scale (MFODS) and the Revised Death Anxiety Scale (RDAS). Although undergraduate and graduate students did not differ on Fear of Being Destroyed, graduate students reported lower levels of death anxiety on all remaining measures. Suggestions for future research and implications are discussed.

  19. Peer Mentoring During Practicum to Reduce Anxiety in First-Semester Nursing Students.

    PubMed

    Walker, Danielle; Verklan, Terese

    2016-11-01

    The clinical setting creates significant anxiety for students that can decrease their ability to learn. This quasi-experimental study examined whether nursing students who participate in peer mentoring during their first clinical experience (n = 18) experienced less anxiety than those in traditional clinical experiences (n = 19). Anxiety was measured using the standardized State Trait Anxiety Index and the Clinical Experiences Anxiety Form (CEAF). Data were analyzed using descriptive and nonparametric statistics. A significant decrease was demonstrated in clinical situation-specific anxiety, as measured by the CEAF, among students who were peer mentored as compared with students who were not. Peer mentoring shows promise as an effective strategy to reduce anxiety among novice nursing students. [J Nurs Educ. 2016;55(11):651-654.]. Copyright 2016, SLACK Incorporated.

  20. Medical Students' Death Anxiety: Severity and Association With Psychological Health and Attitudes Toward Palliative Care.

    PubMed

    Thiemann, Pia; Quince, Thelma; Benson, John; Wood, Diana; Barclay, Stephen

    2015-09-01

    Death anxiety (DA) is related to awareness of the reality of dying and death and can be negatively related to a person's psychological health. Physicians' DA also may influence their care for patients approaching death. Doctors face death in a professional context for the first time at medical school, but knowledge about DA among medical students is limited. This study examined medical students' DA in relation to: 1) its severity, gender differences, and trajectory during medical education and 2) its associations with students' attitudes toward palliative care and their psychological health. Four cohorts of core science and four cohorts of clinical students at the University of Cambridge Medical School took part in a questionnaire survey with longitudinal follow-up. Students who provided data on the revised Collett-Lester Fear of Death Scale were included in the analysis (n = 790). Medical students' DA was moderate, with no gender differences and remained very stable over time. High DA was associated with higher depression and anxiety levels and greater concerns about the personal impact of providing palliative care. The associations between high DA and lower psychological health and negative attitudes toward palliative care are concerning. It is important to address DA during medical education to enhance student's psychological health and the quality of their future palliative care provision. Copyright © 2015 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

  1. Information seeking anxiety among M.A. Students of Isfahan University of Medical Sciences.

    PubMed

    Aghaei, Fereshteh; Soleymani, Mohammad Reza; Rizi, Hassan Ashrafi

    2017-01-01

    Information-seeking anxiety is a feeling caused by abundance of information or failure to proper interpret the information that can adversely affect the ability of individuals for seeking information and meeting their information needs. Therefore, it is necessary to investigate information-seeking anxiety, factors causing it, and methods for addressing and reducing this type of anxiety. The purpose of this study was to evaluate information-seeking anxiety in postgraduate students of Isfahan University of Medical Sciences. This study has been conducted using survey method. A total of 265 postgraduate students of Isfahan University of Medical Sciences were selected with the help of stratified random sampling. Data collection tool was a questionnaire designed for this purpose. The gathered data was analyzed using descriptive and inferential statistics. The results indicated that the topic selection factor played a more prominent role in creating information seeking anxiety compared to other factors. Apart from students of school of medicine, information seeking anxiety was below average among the students. In addition, there was a significant difference between information seeking anxiety in students from different departments. Finally, female students had higher information seeking anxiety compared to male students. Although information seeking anxiety among students was lower than average in most cases, further reduction of anxiety could be achieved by facilitating access to information resources and library information services and increasing the quality of students' information literacy through training courses tailored to each discipline are necessary.

  2. The Test Anxiety Inventory for Children and Adolescents (TAICA): Examination of the Psychometric Properties of a New Multidimensional Measure of Test Anxiety among Elementary and Secondary School Students

    ERIC Educational Resources Information Center

    Lowe, Patricia A.; Lee, Steven W.; Witteborg, Kristin M.; Prichard, Keri W.; Luhr, Megan E.; Cullinan, Christopher M.; Mildren, Bethany A.; Raad, Jennifer M.; Cornelius, Rebecca A.; Janik, Melissa

    2008-01-01

    The Test Anxiety Inventory for Children and Adolescents (TAICA) is a new multidimensional measure used to assess test anxiety in elementary and secondary school students. The TAICA is a 45-item self-report measure consisting of a Total Test Anxiety scale, four debilitating test anxiety subscales (Cognitive Obstruction/Inattention, Physiological…

  3. Anxiety and depression in asthma patients: impact on asthma control.

    PubMed

    Vieira, Aline Arlindo; Santoro, Ilka Lopes; Dracoulakis, Samir; Caetano, Lilian Ballini; Fernandes, Ana Luisa Godoy

    2011-01-01

    There is evidence that asthma is associated with an increase in psychiatric symptoms and mental disorders. This association can make it difficult to achieve asthma control. The purpose of this study was to determine whether the level of asthma control is associated with anxiety and depression. A crosssectional study involving 78 patients with confirmed moderate or severe asthma and under regular treatment at the Asthma Outpatient Clinic of the Federal University of São Paulo Hospital São Paulo, in the city of São Paulo, Brazil. The patients were divided into two groups by asthma control status, as assessed by the asthma control test, and were subsequently compared in terms of demographic, clinical, and spirometric data, as well as scores for asthma quality of life and hospital anxiety/depression. The sample was predominantly female. Of the 78 patients, 49 (63%) were classified as having uncontrolled asthma. The prevalence of anxiety and of anxiety+depression was significantly higher among patients with uncontrolled asthma than among those with controlled asthma (78% and 100%; p = 0.04 and p = 0.02, respectively), whereas there were no differences between the two groups in terms of the prevalence of depression, spirometry results, or quality of life score. In this sample, the prevalence of anxiety symptoms was higher in the patients with uncontrolled asthma than in those with controlled asthma.In the evaluation of asthma patients, the negative impact of mood states ought to be taken into consideration when asthma control strategies are being outlined.

  4. Anxiety

    MedlinePlus

    ... be afraid to leave home. These people have anxiety disorders. Types include Panic disorder Obsessive-compulsive disorder Post-traumatic stress disorder Phobias Generalized anxiety disorder Treatment can involve medicines, therapy or both. NIH: ...

  5. Stress, depression, and anxiety among undergraduate nursing students.

    PubMed

    Chernomas, Wanda M; Shapiro, Carla

    2013-11-07

    Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services

  6. Anxiety.

    PubMed

    Dean, Erin

    2016-07-13

    Essential facts Anxiety is the feeling of fear that occurs when faced with threatening or stressful situations. It is a normal response when confronted with danger, but, if it is overwhelming or the feeling persists, it could be regarded as an anxiety disorder. The Royal College of Psychiatrists says anxiety disorders, including panic disorder, post-traumatic stress disorder and social anxiety disorder, affect about one in ten.

  7. Comparison of preservice elementary teachers anxiety about teaching students to identify minerals and rocks and students in geology courses anxiety about identification of minerals and rocks

    NASA Astrophysics Data System (ADS)

    Westerback, Mary E.; Gonzalez, Clemencia; Primavera, Louis H.

    Students were given clearly defined, characteristics for the identification of minerals and rocks. This system requires visual identification of decisive characteristics, not rote memorization. In addition, this classification system differs from the usual method of first grouping rocks into the igneous, sedimentary, and metamorphic categories. In this study the initial grouping of rocks was crystalline or noncrystalline. Two groups of students (preservice elementary teachers & students in geology courses) were tested on their ability to identify, the characteristics listed in Figure 1. The preservice teachers were anxious about teaching students to identify minerals and rocks. This initial high anxiety was reduced by completion of the task of identification. Students in geology classes were given the same task as the preservice teachers. However, the students in geology courses were not anxious about identifying minerals and rocks. Further analysis of the geology students showed that students whose grades on the lab exam were above the mean had low initial anxiety and the level of anxiety was reduced after the exam. Geology students with grades below the mean had high initial anxiety and the anxiety level was elevated after the exam. This indicates an inverse relationship between anxiety and performance in these students, and supports the work of researchers in the field of psychology.

  8. A Comparative Study of Writing Anxiety among Iranian University Students Majoring English Translation, Teaching and Literature

    ERIC Educational Resources Information Center

    Olanezhad, Mahdie

    2015-01-01

    This study is designed to examine writing anxiety in three groups of EFL students who use English writing in their academic programs. The main purpose of this study is to determine the level and sources of anxiety that students experience while writing in English as a foreign language. To this end, 150 university students from Iranian EFL students…

  9. Art Educational Practices: Fostering Self-Control and Improving Focus for Students Coping with Anxiety

    ERIC Educational Resources Information Center

    Ogle, Alexandra

    2013-01-01

    This action research study served to help students suffering from anxiety or anxiety related issues by using Art as a means of improving focus and fostering self control. The student participants in this study were a group of 25 sophomore and junior high school students, both male and female, ranging between the ages of 15-17. The participants…

  10. Foreign Language Student Anxiety and Expected Testing Method: Face-to-Face versus Computer Mediated Testing

    ERIC Educational Resources Information Center

    Dohl, Cynthia

    2012-01-01

    The evidence is overwhelming; affective factors, in particular anxiety, do affect students who are learning a second or foreign language. Foreign language anxiety can affect students' achievement and desire to continue their studies. Instructors want their students to succeed and want them to continue. Therefore, finding ways to reduce this…

  11. The impact of stress and anxiety on the pressure pain threshold of myofascial pain patients.

    PubMed

    Vedolin, G M; Lobato, V V; Conti, P C R; Lauris, J R P

    2009-05-01

    The purpose of this study was to evaluate the influence of stress and anxiety on the pressure pain threshold (PPT) of masticatory muscles and on the subjective pain report. Forty-five women, students, with mean age of 19.75 years, were divided into two groups: group 1:29 presenting with masticatory myofascial pain (MFP), according to the Research Diagnostic Criteria for Temporomandibular Disorders and group 2: 16 asymptomatic controls. An electronic algometer registered the pain thresholds on four different occasions throughout the academic year. To measure levels of stress, anxiety and pain, the Beck Anxiety Inventory, Lipp Stress Symptoms Inventory and Visual Analog Scale (VAS) were used. Three-way anova and Tukey's tests were used to verify differences in PPT between groups, times and sites. Levels of anxiety and VAS were compared using Mann-Whitney test, while Friedman's test was used for the within-groups comparison at different times (T1 to T4). The chi-squared and Cochran tests were performed to compare groups for the proportion of subjects with stress (alpha = 0.05). Differences in PPT recordings between time (P = 0.001) and sites (P < 0.001) were detected. Higher levels of anxiety and lower PPT figures were detected at T2 (academic examination) (P = 0.001). There was no difference between groups for anxiety and stress at any time (P > 0.05). The MFP group also has shown significant increase of VAS at the time of academic examination (P < 0.001). External stressors such as academic examinations have a potential impact on masticatory muscle tenderness, regardless of the presence of a previous condition such as masticatory myofascial pain.

  12. Religious Correlates of Death Anxiety among High School Students in the Rural South.

    ERIC Educational Resources Information Center

    Young, Michael; Daniels, Seldon

    1981-01-01

    The Death Anxiety Scale and a multidimensional scale of religiosity were completed by (N=312) rural high school students to determine the relationship of several aspects of religiosity to death anxiety. Results indicated that six variables were significant correlates of death anxiety. (Author)

  13. Vocational Preference, Anxiety and Educational Self-Theory of High School Students.

    ERIC Educational Resources Information Center

    Docking, Russell A.; Thornton, Jennifer A.

    The relationship between anxiety, educational self-theory, and vocational preference was investigated using two separate samples (149 and 262) of high school students. Anxiety was measured using the anxiety component of Zuckerman's Affect Adjective Checklist (AACL). A measure of self-theory was obtained via the Profile of Read/Ideal Scholastic…

  14. The Distribution of and Relationship between Autistic Traits and Social Anxiety in a UK Student Population

    ERIC Educational Resources Information Center

    Freeth, Megan; Bullock, Tom; Milne, Elizabeth

    2013-01-01

    Traits associated with autism and social anxiety were assessed in a UK student population (n = 1325) using the Autism-spectrum Quotient and the Liebowitz Social Anxiety Scale. Clinically relevant levels of autistic traits were observed in 3.3% of the cohort; 10.1% of the cohort reported clinically relevant levels of social anxiety; 1.8% of the…

  15. Helping Teachers Become Better English Students: Causes, Effects, and Coping Strategies for Foreign Language Listening Anxiety

    ERIC Educational Resources Information Center

    Bekleyen, Nilufer

    2009-01-01

    Foreign language anxiety is a psychological factor that may crucially affect student performance. Although many researchers have investigated the effect of anxiety, few have studied listening comprehension. In particular, listening anxiety among language teachers has yet to be examined. This article reports the results of a study on foreign…

  16. Information Anxiety and African-American Students in a Graduate Education Program

    ERIC Educational Resources Information Center

    Katopol, Patricia Fields

    2012-01-01

    Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to "information anxiety" by an examination of the information behavior of black graduate students when using a variety of information resources,…

  17. Strategies for Coping with Language Anxiety: The Case of Students of English in Japan

    ERIC Educational Resources Information Center

    Kondo, David Shinji; Ying-Ling, Yang

    2004-01-01

    This study was designed to develop a typology of strategies that students use to cope with the anxiety they experience in English language classrooms. The influence of anxiety level on strategy use was also assessed. Findings suggested 70 basic tactics for coping with language anxiety that cohered into five strategy categories: Preparation (e.g.…

  18. The Effects of Two Types of Relaxation Training on Students' Levels of Anxiety.

    ERIC Educational Resources Information Center

    Rasid, Zulkifli Mohamed; Parish, Thomas S.

    1998-01-01

    Reports on a study in which high school students who received training in either behavioral relaxation or progressive muscle relaxation demonstrated significantly lower state-anxiety scores than did those who had received no such training. No significant differences were found on trait-anxiety scores, for gender or for state/trait anxiety.…

  19. Helping Teachers Become Better English Students: Causes, Effects, and Coping Strategies for Foreign Language Listening Anxiety

    ERIC Educational Resources Information Center

    Bekleyen, Nilufer

    2009-01-01

    Foreign language anxiety is a psychological factor that may crucially affect student performance. Although many researchers have investigated the effect of anxiety, few have studied listening comprehension. In particular, listening anxiety among language teachers has yet to be examined. This article reports the results of a study on foreign…

  20. The Distribution of and Relationship between Autistic Traits and Social Anxiety in a UK Student Population

    ERIC Educational Resources Information Center

    Freeth, Megan; Bullock, Tom; Milne, Elizabeth

    2013-01-01

    Traits associated with autism and social anxiety were assessed in a UK student population (n = 1325) using the Autism-spectrum Quotient and the Liebowitz Social Anxiety Scale. Clinically relevant levels of autistic traits were observed in 3.3% of the cohort; 10.1% of the cohort reported clinically relevant levels of social anxiety; 1.8% of the…

  1. Test Anxiety Analysis of Chinese College Students in Computer-Based Spoken English Test

    ERIC Educational Resources Information Center

    Yanxia, Yang

    2017-01-01

    Test anxiety was a commonly known or assumed factor that could greatly influence performance of test takers. With the employment of designed questionnaires and computer-based spoken English test, this paper explored test anxiety manifestation of Chinese college students from both macro and micro aspects, and found out that the major anxiety in…

  2. Vocational Preference, Anxiety and Educational Self-Theory of High School Students.

    ERIC Educational Resources Information Center

    Docking, Russell A.; Thornton, Jennifer A.

    The relationship between anxiety, educational self-theory, and vocational preference was investigated using two separate samples (149 and 262) of high school students. Anxiety was measured using the anxiety component of Zuckerman's Affect Adjective Checklist (AACL). A measure of self-theory was obtained via the Profile of Read/Ideal Scholastic…

  3. Caffeine consumption and anxiety and depressive symptomatology among medical students.

    PubMed

    Mino, Y; Yasuda, N; Fujimura, T; Ohara, H

    1990-12-01

    Caffeine is one of the most widely consumed psychoactive substances in the world and is ingested in a variety of favorites, such as coffee, tea, cola and so on. Although it has been suggested that high dose caffeine users have more anxiety and depressive symptoms than low users, this relationship is not clear in Japan, where caffeine consumption is considered to be less than in Western countries. A questionnaire survey was conducted among medical students and 291 out of 423 initial subjects completed it. Among males, caffeine consumption was significantly and positively correlated with anxiety symptoms, when alcohol use and smoking habit were adjusted. However, there was no relationship between caffeine consumption and depressive symptoms. Among females, although there was no association between caffeine consumption and anxiety symptoms, high dose caffeine users showed less depressive symptoms than moderate and low users, when alcohol use was adjusted. It is suggested that caffeine use is one of the important factors, in researching psychological health among the general population. We need further epidemiological studies to determine whether there is a causal relationship between caffeine and psychological ill health or not.

  4. Mindfulness-based Intervention in Elementary School Students With Anxiety and Depression: A Series of n-of-1 Trials on Effects and Feasibility.

    PubMed

    Malboeuf-Hurtubise, Catherine; Lacourse, Eric; Herba, Catherine; Taylor, Geneviève; Amor, Leila Ben

    2017-01-01

    Mindfulness-based interventions constitute a promising option to address anxiety and depression in elementary school students. This study evaluated the effect of a mindfulness-based intervention on anxiety and depression in elementary school students with a diagnosis of anxiety or depression disorder. A single-subject experimental A-B-A design was used. Participants were three elementary school students from grades three and four, along with their teacher. Anxiety and depression were measured on 10 occasions at baseline, during the intervention, and at follow-up. Primary hypotheses were tested using a univariate single case multilevel modeling strategy and visual analysis. Following intervention, 2 participants reported improvements on anxiety and depression, while their teachers reported deteriorating scores on these variables. Results from this n-of-1 trial design is consistent with other work suggesting caution with regard to the overall impact and efficacy of mindfulness-based interventions as a universal treatment option for youth. Future research is warranted.

  5. Text Anxiety and Effect of Anxiety-Reduction Training on Students' Performance on the Georgia Regents' Reading Exam.

    ERIC Educational Resources Information Center

    Stallworth-Clark, Rosemarie; Cochran, Jeff; Scott, Janice S.

    A review course (RTC) for the Georgia Board of Regents' Reading Test (GRT) is provided in most institutions in Georgia's university system to help students who have not passed the GRT before they have earned 50 cumulative semester hours. A study was conducted to determine how RTC students' levels of test anxiety, as measured by the Test Anxiety…

  6. The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Prevatt, Frances; Welles, Theresa L.; Li, Huijun; Proctor, Briley

    2010-01-01

    The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory…

  7. Anxiety about foreign language among students in French, Spanish, and German classes.

    PubMed

    Bailey, P; Onwuegbuzie, A J; Daley, C E

    1998-06-01

    The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

  8. The Impact of Pathological Levels of Internet-Related Anxiety on Internet Usage

    ERIC Educational Resources Information Center

    Brosnan, Mark; Joiner, Richard; Gavin, Jeff; Crook, Charles; Maras, Pam; Guiller, Jane; Scott, Adrian J.

    2012-01-01

    This article compares the use of the Internet during the first year of university education of students who have pathological levels of Internet anxiety with those who do not. Two hundred and sixteen first year psychology students (females 184, males 32) were surveyed for their levels of Internet-related anxiety, from which 12 (5.6%) were…

  9. The Impact of Pathological Levels of Internet-Related Anxiety on Internet Usage

    ERIC Educational Resources Information Center

    Brosnan, Mark; Joiner, Richard; Gavin, Jeff; Crook, Charles; Maras, Pam; Guiller, Jane; Scott, Adrian J.

    2012-01-01

    This article compares the use of the Internet during the first year of university education of students who have pathological levels of Internet anxiety with those who do not. Two hundred and sixteen first year psychology students (females 184, males 32) were surveyed for their levels of Internet-related anxiety, from which 12 (5.6%) were…

  10. Peer Instruction in the Learning Laboratory: A Strategy To Decrease Student Anxiety.

    ERIC Educational Resources Information Center

    Owens, Laura D.; Walden, Debra J.

    2001-01-01

    To decrease nursing students' anxiety during psychomotor skills testing in learning laboratories, paid peer instructors were trained to assist. Over 3 years, 270 students participated and reported positive outcomes. (SK)

  11. Creating a positive learning environment for students with English classroom anxiety.

    PubMed

    Liao, Hung-Chang; Wang, Ya-Huei

    2015-04-01

    Students situated in post-structural feminist pedagogical learning (PFPL) in a freshman English course (37 students) were expected to have lower English classroom anxiety, score higher in English, and have greater satisfaction with the class they attended than those in conventional lecture classes (40 students). Seventy-four students participated in the study (M age=18.5 yr., SD=0.5; 34 men, 43 women). The measures included the English Classroom Anxiety Scale (ECAS), English proficiency tests, the Student Satisfaction Questionnaire (SSQ), and student interviews. After the classes were completed, students in PFPL reported a significant decrease in anxiety toward the English classroom, scored significantly higher on English proficiency, and expressed significantly greater satisfaction with the course. PFPL potentially decreases students' English classroom anxiety and increases their English proficiency.

  12. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

  13. The Relationship Between Second Language Anxiety and International Nursing Students Stress

    ERIC Educational Resources Information Center

    Khawaja, Nigar G.; Chan, Sabrina; Stein, Georgia

    2017-01-01

    We examined the relationship between second language anxiety and international nursing student stress after taking into account the demographic, cognitive, and acculturative factors. International nursing students (N = 152) completed an online questionnaire battery. Hierarchical regression analysis revealed that spoken second language anxiety and…

  14. An Investigation of GEPT Test Anxiety for Medical University Students in Taiwan

    ERIC Educational Resources Information Center

    Wang, Ya-huei; Lai, Ching-Ju; Liao, Hung-Chang

    2013-01-01

    This study examines whether or not different medical university students experience different levels of anxiety in taking the General English Proficiency Test (GEPT), and whether or not there are differences in GEPT test anxiety levels among medical university students with different genders and from different departments. This study uses a GEPT…

  15. Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students

    ERIC Educational Resources Information Center

    Berk, Rifat Ramazan; Ünal, Emre

    2017-01-01

    The purpose of this study is to determine sixth, seventh and eighth grade students' writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students' grade levels and genders are…

  16. Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan

    ERIC Educational Resources Information Center

    Ho, Mei-ching

    2016-01-01

    This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students' perspectives on research writing anxiety were also explored. A total of 218 survey responses…

  17. Indonesian EFL Students' Anxiety in Speech Production: Possible Causes and Remedy

    ERIC Educational Resources Information Center

    Anandari, Christina Lhaksmita

    2015-01-01

    This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how self-reflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a…

  18. Using Collaborative Testing to Reduce Test Anxiety in Elementary and Middle School Students

    ERIC Educational Resources Information Center

    Balkam, Brittany E.; Nellessen, Jenny A.; Ronney, Heather M.

    2013-01-01

    Throughout this action research project report, the teacher-researchers explored the problem of test anxiety among students. The purpose of this project was to alleviate test anxiety among students with various interventions in grades five through seven in the subject areas of social studies, science, and language arts. There were 66 student…

  19. A Self-Modeling Intervention for High School Students with Public Speaking Anxiety

    ERIC Educational Resources Information Center

    Rickards-Schlichting, Krisitine A.; Kehle, Thomas J.; Bray, Melissa A.

    2004-01-01

    The study investigated the effectiveness of self-modeling as an intervention for public speaking anxiety. The participants were six high school students with elevated levels of self-reported public speaking anxiety. Students presented public speeches to randomly selected peer audiences. Direct observations measured the behavioral manifestations of…

  20. Indonesian EFL Students' Anxiety in Speech Production: Possible Causes and Remedy

    ERIC Educational Resources Information Center

    Anandari, Christina Lhaksmita

    2015-01-01

    This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how self-reflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a…

  1. Is Cognitive Test-Taking Anxiety Associated With Academic Performance Among Nursing Students?

    PubMed

    Duty, Susan M; Christian, Ladonna; Loftus, Jocelyn; Zappi, Victoria

    2016-01-01

    The cognitive component of test anxiety was correlated with academic performance among nursing students. Modest but statistically significant lower examination grade T scores were observed for students with high compared with low levels of cognitive test anxiety (CTA). High levels of CTA were associated with reduced academic performance.

  2. Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

    ERIC Educational Resources Information Center

    Razak, Norizan Abdul; Yassin, Amr Abdullatif; Maasum, Tengku Nor Rizan Bt Tengku Mohamad

    2017-01-01

    This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The…

  3. Test Anxiety in Mathematics among Early Undergraduate Students in a British University in Malaysia

    ERIC Educational Resources Information Center

    Karjanto, Natanael; Yong, Su Ting

    2013-01-01

    The level of test anxiety in mathematics subjects among early undergraduate students at the University of Nottingham Malaysia Campus is studied in this article. The sample consists of 206 students taking several mathematics modules who completed the questionnaires on test anxiety just before they entered the venue for midterm examinations. The…

  4. The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

    ERIC Educational Resources Information Center

    Silva, Marc; Dorso, Erin; Azhar, Aisha; Renk, Kimberly

    2008-01-01

    The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further,…

  5. Teaching Students about Performance Anxiety: The Scratch Pad Pop-Up Model

    ERIC Educational Resources Information Center

    Robertson, Donald U.; Eisensmith, Kevin E.

    2010-01-01

    Performance anxiety is a common problem for many students and an issue that educators often address. This article examines a model of performance anxiety based on working memory and attentional processes. The model is described in a way that is easily understood by students of all ages. It is then used to classify methods of reducing performance…

  6. Leading Learning: Enhancing the Learning Experience of University Students through Anxiety Auditing

    ERIC Educational Resources Information Center

    Maringe, Felix

    2010-01-01

    This article reports on an innovative strategy for auditing university students' anxieties across the study cycle. It discusses the shortcomings of traditional feedback mechanisms and identifies the opportunities that anxiety auditing presents in terms of providing scope for students to discuss and to more directly influence improvement in course…

  7. Equity for All Students in the New Millennium: Disabling Math Anxiety.

    ERIC Educational Resources Information Center

    Furner, Joseph M.; Duffy, Mary Lou

    2002-01-01

    This article presents suggestions for classroom teachers to help prevent and reduce math anxiety for students, particularly students with learning disabilities. The use of a "mathitude" survey to assess dispositions toward math is discussed, as well as using journal writing, cooperative learning, the Internet, and bibliotherapy to address anxiety.…

  8. A Meta-Analytic Evaluation of the FRIENDS Program for Preventing Anxiety in Student Populations

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Johnson, Austin H.

    2014-01-01

    The purpose of this review was to evaluate the methodological strength and overall effectiveness of the research underlying the FRIENDS program for preventing anxiety in students at low and elevated risk for developing anxiety disorders. Meta-analytic findings provided mixed results, with low-risk students exposed to the program having…

  9. The Relationship among Parenting Styles Experienced during Childhood, Anxiety, Motivation, and Academic Success in College Students

    ERIC Educational Resources Information Center

    Silva, Marc; Dorso, Erin; Azhar, Aisha; Renk, Kimberly

    2008-01-01

    The current study examined the relationships among parenting styles experienced in childhood, anxiety, motivation, and academic success in college students. Results suggested that fathers' authoritative parenting was related to decreases, whereas mothers' authoritarian parenting was related to increases, in college students' anxiety. Further,…

  10. Test Anxiety in Mathematics among Early Undergraduate Students in a British University in Malaysia

    ERIC Educational Resources Information Center

    Karjanto, Natanael; Yong, Su Ting

    2013-01-01

    The level of test anxiety in mathematics subjects among early undergraduate students at the University of Nottingham Malaysia Campus is studied in this article. The sample consists of 206 students taking several mathematics modules who completed the questionnaires on test anxiety just before they entered the venue for midterm examinations. The…

  11. The Fear Factor: Students' Experiences of Test Anxiety when Taking A-Level Examinations

    ERIC Educational Resources Information Center

    Chamberlain, Suzanne; Daly, Anthony Leslie; Spalding, Victoria

    2011-01-01

    This paper presents the findings of a pilot study that explored students' experiences of test anxiety when taking A-level examinations. Four focus groups were convened with a sample of 19 participants in the south of England to explore the triggers of test anxiety and the perceived need for interventions to assist high test-anxious students cope…

  12. An Investigation of GEPT Test Anxiety for Medical University Students in Taiwan

    ERIC Educational Resources Information Center

    Wang, Ya-huei; Lai, Ching-Ju; Liao, Hung-Chang

    2013-01-01

    This study examines whether or not different medical university students experience different levels of anxiety in taking the General English Proficiency Test (GEPT), and whether or not there are differences in GEPT test anxiety levels among medical university students with different genders and from different departments. This study uses a GEPT…

  13. Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

    ERIC Educational Resources Information Center

    Mounsey, Rebecca; Vandehey, Michael A.; Diekhoff, George M.

    2013-01-01

    This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of…

  14. "I Know the Type of People I Work Well with": Student Anxiety in Multicultural Group Projects

    ERIC Educational Resources Information Center

    Strauss, Pat; U, Alice; Young, Stuart

    2011-01-01

    Research indicates that the uncertainty created when students are required to work in groups for assessed projects induces anxiety, which can manifest itself both cognitively and affectively. Such anxiety may influence student attitudes towards the selection and formation of the groups. This study explored whether different methods of group…

  15. Self-Efficacy and Previous Testing Experiences as Predictors of Test Anxiety among College Students.

    ERIC Educational Resources Information Center

    Capa, Yesim; Loadman, William E.

    This study examined how college students' test anxiety related to previous testing experiences and self-efficacy. Participants were 29 undergraduate college students enrolled at a Midwestern university. Instruments used to measure the criterion and predictor variables were: Test Anxiety Scale, College Academic Self-efficacy Scale, Generalized…

  16. Achievement Motivation, Anxiety and Academic Success in First Year Master of Nursing Students.

    ERIC Educational Resources Information Center

    McEwan, Lynn; Goldenberg, Dolly

    1999-01-01

    A study of 41 graduate nursing students found they had high achievement motivation and academic ability. Trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had greater potential for predicting students who would succeed. (Author/SK)

  17. A Self-Modeling Intervention for High School Students with Public Speaking Anxiety

    ERIC Educational Resources Information Center

    Rickards-Schlichting, Krisitine A.; Kehle, Thomas J.; Bray, Melissa A.

    2004-01-01

    The study investigated the effectiveness of self-modeling as an intervention for public speaking anxiety. The participants were six high school students with elevated levels of self-reported public speaking anxiety. Students presented public speeches to randomly selected peer audiences. Direct observations measured the behavioral manifestations of…

  18. Working and Non-Working University Students: Anxiety, Depression, and Grade Point Average

    ERIC Educational Resources Information Center

    Mounsey, Rebecca; Vandehey, Michael A.; Diekhoff, George M.

    2013-01-01

    This study explored the differences between 110 working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of…

  19. The Impact of Brief Parental Anxiety Management on Child Anxiety Treatment Outcomes: A Controlled Trial

    PubMed Central

    Hudson, Jennifer L.; Newall, Carol; Rapee, Ronald M.; Lyneham, Heidi J.; Schniering, Carolyn C.; Wuthrich, Viviana M.; Schneider, Sophie; Seeley-Wait, Elizabeth; Edwards, Susan; Gar, Natalie S.

    2013-01-01

    Parental anxiety is a risk to optimal treatment outcomes for childhood anxiety disorders. The current trial examined whether the addition of a brief parental anxiety management (BPAM) program to family cognitive behavioral therapy (CBT) was more efficacious than family CBT-only in treating childhood anxiety disorders. Two hundred nine children (aged 6–13 years, 104 female, 90% Caucasian) with a principal anxiety disorder were randomly allocated to family CBT with a five-session program of BPAM (n = 109) or family CBT-only (n = 100). Family CBT comprised the Cool Kids program, a structured 12-week program that included both mothers and fathers. Overall, results revealed that the addition of BPAM did not significantly improve outcomes for the child or the parent compared to the CBT-only group at posttreatment or 6-month follow-up. Overall, however, children with nonanxious parents were more likely to be diagnosis free for any anxiety disorder compared to children with anxious parents at posttreatment and 6-month follow-up. BPAM did not produce greater reductions in parental anxiety. The results support previous findings that parent anxiety confers poorer treatment outcomes for childhood anxiety disorders. Nevertheless the addition of BPAM anxiety management for parents in its current format did not lead to additional improvements when used as an adjunct to family CBT in the treatment of the child's anxiety disorder. Future benefits may come from more powerful methods of reducing parents’ anxiety. PMID:23845064

  20. The impact of brief parental anxiety management on child anxiety treatment outcomes: a controlled trial.

    PubMed

    Hudson, Jennifer L; Newall, Carol; Rapee, Ronald M; Lyneham, Heidi J; Schniering, Carolyn C; Wuthrich, Viviana M; Schneider, Sophie; Seeley-Wait, Elizabeth; Edwards, Susan; Gar, Natalie S

    2014-01-01

    Parental anxiety is a risk to optimal treatment outcomes for childhood anxiety disorders. The current trial examined whether the addition of a brief parental anxiety management (BPAM) program to family cognitive behavioral therapy (CBT) was more efficacious than family CBT-only in treating childhood anxiety disorders. Two hundred nine children (aged 6-13 years, 104 female, 90% Caucasian) with a principal anxiety disorder were randomly allocated to family CBT with a five-session program of BPAM (n = 109) or family CBT-only (n = 100). Family CBT comprised the Cool Kids program, a structured 12-week program that included both mothers and fathers. Overall, results revealed that the addition of BPAM did not significantly improve outcomes for the child or the parent compared to the CBT-only group at posttreatment or 6-month follow-up. Overall, however, children with nonanxious parents were more likely to be diagnosis free for any anxiety disorder compared to children with anxious parents at posttreatment and 6-month follow-up. BPAM did not produce greater reductions in parental anxiety. The results support previous findings that parent anxiety confers poorer treatment outcomes for childhood anxiety disorders. Nevertheless the addition of BPAM anxiety management for parents in its current format did not lead to additional improvements when used as an adjunct to family CBT in the treatment of the child's anxiety disorder. Future benefits may come from more powerful methods of reducing parents' anxiety.

  1. Science Anxiety and Gender in Students Taking General Education Science Courses

    NASA Astrophysics Data System (ADS)

    Udo, M. K.; Ramsey, G. P.; Mallow, J. V.

    2004-12-01

    Earlier studies [Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology 3: 227-238; Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., and Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology 10: 237-247] of science anxiety in various student cohorts suggested that nonscience majors were highly science anxious (SA), regardless of what science courses they were taking. In this study, we investigated science anxiety in a cohort consisting mostly of nonscience majors taking general education science courses. Regression analysis shows that the leading predictors of science anxiety are (i) nonscience anxiety and (ii) gender, as they were for different cohorts in the earlier studies. We confirm earlier findings that females are more SA than males. Chi-square analysis of acute science anxiety shows an amplification of these differences. We found statistically significant levels of science anxiety in humanities and social science students of both genders, and gender differences in science anxiety, despite the fact that the students were all enrolled in general education science courses specifically designed for nonscience majors. We found acute levels of anxiety in several groups, especially education, nursing, and business majors. We describe specific interventions to alleviate science anxiety.

  2. Brief motivational intervention for college drinking: the synergistic impact of social anxiety and perceived drinking norms.

    PubMed

    Terlecki, Meredith A; Buckner, Julia D; Larimer, Mary E; Copeland, Amy L

    2012-12-01

    Despite the efficacy of Brief Alcohol Screening and Intervention for College Students (BASICS), students with higher social anxiety appear vulnerable to poorer outcomes. A possible explanation for these outcomes is that corrective normative feedback (an active component of BASICS) may be less effective for socially anxious students if their beliefs about others' drinking are less malleable because of intense fear of negative evaluation for deviating from perceived drinking norms. This study evaluated whether socially anxious students demonstrated less change in perceived norms during BASICS. We also examined whether change in norm endorsement moderated the relation between social anxiety and BASICS outcomes. Undergraduates (n = 52) who underwent BASICS completed measures of drinking, social anxiety, and perceived norms at baseline and 4 weeks post-BASICS. Higher social anxiety was related to less change in norm endorsement after receiving BASICS. Change in perceived norms during treatment moderated the relation between social anxiety and follow-up drinking. Among students with smaller change in norm endorsement after BASICS, higher social anxiety was related to heavier follow-up drinking. Among students with greater changes to norm endorsement during BASICS, the effect of social anxiety was nonsignificant. Results suggest that corrective perceived norms interventions may be less effective among socially anxious students, contributing to continued heavy drinking. Development of social anxiety-specific BASICS components warrants attention. 2013 APA, all rights reserved

  3. Brief Motivational Intervention for College Drinking: The Synergistic Impact of Social Anxiety and Perceived Drinking Norms

    PubMed Central

    Terlecki, Meredith A.; Buckner, Julia D.; Larimer, Mary E.; Copeland, Amy L.

    2012-01-01

    Despite the efficacy of Brief Alcohol Screening and Intervention for College Students (BASICS), students with higher social anxiety appear vulnerable to poorer outcomes. A possible explanation for these outcomes is that corrective normative feedback (an active component of BASICS) may be less effective for socially anxious students if their beliefs about others’ drinking are less malleable due to intense fear of negative evaluation for deviating from perceived drinking norms. This study evaluated whether socially anxious students demonstrated less change in perceived norms during BASICS. We also examined whether change in norm endorsement moderated the relation between social anxiety and BASICS outcomes. Undergraduates (N = 52) who underwent BASICS completed measures of drinking, social anxiety, and perceived norms at baseline and 4-weeks post-BASICS. Higher social anxiety was related to less change in norm endorsement after receiving BASICS. Change in perceived norms during treatment moderated the relation between social anxiety and follow-up drinking. Among students with smaller change in norm endorsement after BASICS, higher social anxiety was related to heavier follow-up drinking. Among students with greater changes to norm endorsement during BASICS, the effect of social anxiety was non-significant. Results suggest that corrective perceived norms interventions may be less effective among socially anxious students, contributing to continued heavy drinking. Development of social anxiety-specific BASICS components warrants attention. PMID:22612254

  4. Student's preconception and anxiety when they solve multi representation concepts in Newton laws and it's application

    NASA Astrophysics Data System (ADS)

    Cari, C.; Suparmi, A.; Handhika, J.

    2016-11-01

    The purpose of this study was to describe of preconceptions and anxieties students in solving the representation concepts in newton laws and it's application. This research was conducted for junior undergraduate student's in physics department (36 Students) and physics education (31 Students). The method used in this study is a qualitative descriptive. The data was collection using test for multirepresentation concept, questionnaires for anxiety, and interviews. Based on the analysis it can be concluded that (1) the higher is anxiety, the higher is unconsistency (67,16%), (2) the higher is anxiety, the higher is consistency but wrong answer (29,85%), (3) the lower is anxiety, the higher is consistency of right answer (2,98%). Mostly students have understood fewer physics concept in newtons laws.

  5. Medical students' experience of and reaction to stress: the role of depression and anxiety.

    PubMed

    Saravanan, Coumaravelou; Wilks, Ray

    2014-01-01

    Medical school is recognized as a stressful environment that often has a negative effect on students' academic performance, physical health, and psychosocial well-being. Previous studies have not identified differences between depressed and nondepressed and anxious and nonanxious medical students' experiences of stress or their reactions to stressors. The present study aimed to identify the prevalence of depression and anxiety among a sample of 358 medical students attending a private university in Malaysia and to examine differences according to participants' gender, year of study, and stage of training (preclinical and clinical). Additionally, this study examined the extent to which stress predicts depression and anxiety, differences between depressed and nondepressed medical students' experiences of and reactions to stressors, and differences between anxious and nonanxious medical students' experiences of and reactions to stressors. The Student Life Stress Inventory was used to measure stress and reaction to stressors and the Depression, Anxiety, and Stress Scale was used to measure depression and anxiety. The results showed that 44% (n = 158) of the students were anxious and 34.9% (n = 125) were depressed. More female students exhibited anxiety compared to male students. Stress is a predictor for depression and anxiety. A significant difference was found between depressed and nondepressed and anxious and nonanxious students' experience of stressors due to frustration, change, and their emotional reaction to stressors. Overall, depressed and anxious students were found to experience more stress and react differently to stressors compared to nondepressed and nonanxious students.

  6. Medical Students' Experience of and Reaction to Stress: The Role of Depression and Anxiety

    PubMed Central

    Saravanan, Coumaravelou

    2014-01-01

    Background. Medical school is recognized as a stressful environment that often has a negative effect on students' academic performance, physical health, and psychosocial well-being. Previous studies have not identified differences between depressed and nondepressed and anxious and nonanxious medical students' experiences of stress or their reactions to stressors. The present study aimed to identify the prevalence of depression and anxiety among a sample of 358 medical students attending a private university in Malaysia and to examine differences according to participants' gender, year of study, and stage of training (preclinical and clinical). Additionally, this study examined the extent to which stress predicts depression and anxiety, differences between depressed and nondepressed medical students' experiences of and reactions to stressors, and differences between anxious and nonanxious medical students' experiences of and reactions to stressors. Methods. The Student Life Stress Inventory was used to measure stress and reaction to stressors and the Depression, Anxiety, and Stress Scale was used to measure depression and anxiety. Results. The results showed that 44% (n = 158) of the students were anxious and 34.9% (n = 125) were depressed. More female students exhibited anxiety compared to male students. Stress is a predictor for depression and anxiety. A significant difference was found between depressed and nondepressed and anxious and nonanxious students' experience of stressors due to frustration, change, and their emotional reaction to stressors. Conclusion. Overall, depressed and anxious students were found to experience more stress and react differently to stressors compared to nondepressed and nonanxious students. PMID:24688425

  7. The Applications of Mindfulness with Students of Secondary School: Results on the Academic Performance, Self-concept and Anxiety

    NASA Astrophysics Data System (ADS)

    Franco, Clemente; Mañas, Israel; Cangas, Adolfo J.; Gallego, José

    The aim of the present research is to verify the impact of a mindfulness programme on the levels academic performance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academic performance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.

  8. High intelligence prevents the negative impact of anxiety on working memory.

    PubMed

    Chuderski, Adam

    2015-01-01

    Using a large sample and the confirmatory factor analysis, the study investigated the relationships between anxiety, working memory (WM) and (fluid) intelligence. The study showed that the negative impact of anxiety on WM functioning diminishes with increasing intelligence, and that anxiety can significantly affect WM only in people below average intelligence. This effect could not be fully explained by the sheer differences in WM capacity (WMC), suggesting the importance of higher-level cognition in coping with anxiety. Although intelligence moderated the impact of anxiety on WM, it was only weakly related to anxiety. In contrast to previous studies, anxiety explained the substantial amount of WMC variance (17.8%) in less intelligent participants, but none of the variance in more intelligent ones. These results can be explained in terms of either increased motivation of intelligent but anxious people to cope with a WM task, or their ability to compensate decrements in WM.

  9. Prevalence and risk factors of anxiety status among students aged 13-26 years

    PubMed Central

    Jin, Yuelong; He, Lianping; Kang, Yaowen; Chen, Yan; Lu, Wei; Ren, Xiaohua; Song, Xiuli; Wang, Linghong; Nie, Zhonghua; Guo, Daoxia; Yao, Yingshui

    2014-01-01

    Previous study revealed that 8%-12% adolescents suffered from various types of anxiety disorders, and which had interfered with adolescent daily life function and affected adolescent social function. The aim of this study was to evaluate anxiety status and its related factors among students aged 13-26 years from Wuhu, China. This was a cross-sectional observational study. A sample of school students who come from a university, four high schools and four middle schools in Wuhu city were recruited, Self-Rating Anxiety Scale (SAS) was used to measure the anxiety status among students aged 13-26 years, and some demographic characteristics of students also was determined. A total of 5249 students were included in our study. The overall rate of anxiety status among students was 14.1%. A significant difference was observed between anxiety status and sex, mothers education level, dietary and siesta habit (P < 0.05), only-child family, gentle temper, regular breakfast habit, friend support was associated with lower scores on anxiety status. The findings indicated that anxiety status is common among school students. Preventive and treatment strategies are highly recommended. PMID:25550963

  10. Factors associated to depression and anxiety in medical students: a multicenter study.

    PubMed

    Brenneisen Mayer, Fernanda; Souza Santos, Itamar; Silveira, Paulo S P; Itaqui Lopes, Maria Helena; de Souza, Alicia Regina Navarro Dias; Campos, Eugenio Paes; de Abreu, Benedita Andrade Leal; Hoffman Ii, Itágores; Magalhães, Cleidilene Ramos; Lima, Maria Cristina P; Almeida, Raitany; Spinardi, Mateus; Tempski, Patricia

    2016-10-26

    To evaluate personal and institutional factors related to depression and anxiety prevalence of students from 22 Brazilian medical schools. The authors performed a multicenter study (August 2011 to August 2012), examining personal factors (age, sex, housing, tuition scholarship) and institutional factors (year of the medical training, school legal status, location and support service) in association with scores of Beck Depression Inventory (BDI) and State Trait Anxiety Inventory (STAI). Of 1,650 randomly selected students, 1,350 (81.8 %) completed the study. The depressive symptoms prevalence was 41 % (BDI > 9), state-anxiety 81.7 % and trait-anxiety in 85.6 % (STAI > 33). There was a positive relationship between levels of state (r = 0,591, p < 0.001) and trait (r = 0,718, p < 0.001) anxiety and depression scores. All three symptoms were positively associated with female sex and students from medical schools located in capital cities of both sexes. Tuition scholarship students had higher state-anxiety but not trait-anxiety or depression scores. Medical students with higher levels of depression and anxiety symptoms disagree more than their peers with the statements "I have adequate access to psychological support" and "There is a good support system for students who get stressed". The factors associated with the increase of medical students' depression and anxiety symptoms were female sex, school location and tuition scholarship. It is interesting that tuition scholarship students showed state-anxiety, but not depression and trait-anxiety symptoms.

  11. Depressive Symptoms and Help-Negation among Chinese University Students in Taiwan: The Role of Gender, Anxiety and Help-Seeking Attitudes

    ERIC Educational Resources Information Center

    Chang, Hsiaowen

    2014-01-01

    This study extended the consideration of help-negation in regard to suicide to that of depressive symptoms in a large sample of 981 Chinese university students in Taiwan. The study examined the help-negation effects of depression and the impact of gender, anxiety, and help-seeking attitudes on that relationship. Chinese students, aged 17 to…

  12. Depressive Symptoms and Help-Negation among Chinese University Students in Taiwan: The Role of Gender, Anxiety and Help-Seeking Attitudes

    ERIC Educational Resources Information Center

    Chang, Hsiaowen

    2014-01-01

    This study extended the consideration of help-negation in regard to suicide to that of depressive symptoms in a large sample of 981 Chinese university students in Taiwan. The study examined the help-negation effects of depression and the impact of gender, anxiety, and help-seeking attitudes on that relationship. Chinese students, aged 17 to…

  13. Development of a performance anxiety scale for music students.

    PubMed

    Çirakoğlu, Okan Cem; Şentürk, Gülce Çoskun

    2013-12-01

    In the present research, the Performance Anxiety Scale for Music Students (PASMS) was developed in three successive studies. In Study 1, the factor structure of PASMS was explored and three components were found: fear of stage (FES), avoidance (AVD) and symptoms (SMP). The internal consistency of the subscales of PASMS, which consisted of 27 items, varied between 0.89 and 0.91. The internal consistency for the whole scale was found to be 0.95. The correlations among PASMS and other anxiety-related measures were significant and in the expected direction, indicating that the scale has convergent validity. The construct validity of the scale was assessed in Study 2 by confirmatory factor analysis. After several revisions, the final tested model achieved acceptable fits. In Study 3, the 14-day test-retest reliability of the final 24-item version of PASMS was tested and found to be extremely high (0.95). In all three studies, the whole scale and subscale scores of females were significantly higher than for males.

  14. Sleep disorders, depression, anxiety and satisfaction with life among young adults: a survey of university students in Auckland, New Zealand.

    PubMed

    Samaranayake, Chinthaka B; Arroll, Bruce; Fernando, Antonio T

    2014-08-01

    Sleep symptoms, depression and anxiety often coexist and tertiary students are a population group that are increasingly recognised to be at risk. However the rates of these conditions in the New Zealand population are poorly understood. The aim of this study was to determine the rates of sleep disorders, depression and anxiety, and identify correlations between satisfactions with life among university students in Auckland. Auckland Sleep Questionnaire (ASQ) was administered to undergraduate students from six schools of The University of Auckland. The different types of sleep disorders were calculated for the students who reported a significant sleep problem lasting more than 1 month. The rate of depression, anxiety and substance use as well as the satisfaction with life scale scores were also calculated for the whole cohort. A total of 1933 students were invited to participate and 66.8% completed the questionnaire. The median age was 20 years (range 16-38) and women represented 63.9% of the total group. A total of 39.4% of the students surveyed reported having significant sleep symptoms lasting longer than 1 month. The most prevalent causes for sleep symptoms were depression and anxiety. Delayed sleep phase disorder was found in 24.9% of students and parasomnias were reported by 12.4%. Depression and anxiety were present in 17.3% and 19.7% of the total group respectively, and 7.3% of students had thoughts of "being better off dead" or self-harm. A total of 15.5% students were found to have a CAGE score greater than or equal to 2 and 9.3% reported using recreational drugs in the last 3 months. Moderate negative correlations between SWLS scores and depression and anxiety were found (r=-0.45 and r=-0.37 respectively). A large number of university students are suffering from significant sleep symptoms. Mood disorders, substance use, and circadian rhythm disorders can greatly contribute to sleep difficulties in this population group. The study also showed that harmful

  15. Correlations between academic achievement and anxiety and depression in medical students experiencing integrated curriculum reform.

    PubMed

    Yeh, Yi-Chun; Yen, Cheng-Fang; Lai, Chung-Sheng; Huang, Chun-Hsiung; Liu, Keh-Min; Huang, In-Ting

    2007-08-01

    This study aimed to examine the correlations between academic achievement and levels of anxiety and depression in medical students who were experiencing curriculum reform. The differences in academic achievement and the directions of correlations between academic achievement and anxiety and depression among the medical students with different levels of anxiety and depression were also examined. Grade 1 students from graduate-entry program and grade 3 students from undergraduate-entry program in their first semester of the new curriculum were recruited to complete the Zung's Anxiety and Depression Scale twice to examine their levels of anxiety and depression. Their academic achievement ratings in the four blocks of the first semester of the new curriculum were collected. The results indicated that no significant correlation was found between academic achievement and global anxiety and depression. However, by dividing the medical students into low, moderate and high level anxiety or depression groups, those who had poorer academic achievement in the first learning block were more likely to have higher levels of depression in the first psychologic assessment. Among the medical students who were in the high anxiety level group in the first psychologic assessment, those who had more severe anxiety had poorer academic achievement in the fourth learning block. Among the medical students who were in the low anxiety level group in the second psychologic assessment, those who had more severe anxiety had better academic achievement in the fourth learning block. Among the medical students who were in the moderate anxiety level group in the second psychologic assessment, those who had more severe anxiety had poorer academic achievement in the second learning block. Among the medical students who were in the high depression level group in the second psychologic assessment, those who had more severe depression had poorer academic achievement in the fourth learning block. The

  16. Nursing students' death anxiety and fear towards dementia patients.

    PubMed

    McKenzie, Ellen L; Brown, Patricia M

    2017-09-01

    This study investigated the relationship between death anxiety (DA) and fear towards patients according to the age and illness of the patient. A sample of 94 undergraduate nursing students from an Australian university were presented with a hypothetical patient, who varied by age (29 years or 71 years) and illness (arthritis, cancer or dementia). They then completed measures of DA and fear towards the patient. Older patients with dementia were associated with higher DA compared to all other conditions. Greater fear was associated with patients in the dementia target condition. The findings from this study are consistent with terror management theory; specifically, older age and terminal illness are associated with greater DA. Implications are discussed regarding the quality of care provided to older people with dementia. © 2017 AJA Inc.

  17. Anxiety

    MedlinePlus

    ... Mind and Body Approaches for Health Problems Facing Military Personnel and Veterans 7 Things To Know About Complementary ... Mind and Body Approaches for Health Problems in Military Personnel and Veterans Clinical Digest: Anxiety and Complementary Health ...

  18. Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education.

    PubMed

    Delgado, Beatriz; Inglés, Cándido J; Aparisi, David; García-Fernández, José M

    2016-07-18

    Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d < .42). In conclusion, this study shows that adolescents with high social anxiety are valued and nominated by their peers and teachers differently.

  19. Investigation of health anxiety and its related factors in nursing students

    PubMed Central

    Zhang, Yuqun; Zhao, Yueqiu; Mao, Shengqin; Li, Guohong; Yuan, Yonggui

    2014-01-01

    Objective To explore health anxiety in a sample of nursing students to determine the relationships between health anxiety and life satisfaction, personality, and alexithymia. Methods Two thousand and eighty-six nursing students in junior college, which were divided into five groups, were evaluated by questionnaires, including the Life Satisfaction Scales Applicable to College Students, the Chinese version of the Short Health Anxiety Inventory, the Toronto Alexithymia Scale (TAS-20), and the Eysenck Personality Questionnaire. Results The mean age, whether the individual was an only child, residence (urban or rural), and were significantly different between the groups. The self-assessment scores were also significantly different between the groups. The Short Health Anxiety Inventory total score and the factor of fearing the likelihood of becoming ill were significantly negatively correlated with the Life Satisfaction Scales Applicable to College Students total score and its two factors, but were significantly positively correlated with psychoticism, neuroticism, and TAS-20 total scores and its scores of the three TAS-20 factors. The negative consequence scale of Short Health Anxiety Inventory was not significantly correlated with externally oriented thinking, but was significantly negatively correlated with extraversion. A hierarchical multiple regression analysis indicted that objective satisfaction, subjective satisfaction, neuroticism, and the three factors of TAS-20 were predictors of health anxiety. Conclusion Health anxiety was correlated with life satisfaction, personality, and alexithymia in junior college nursing students. Subjective and objective satisfaction, neuroticism, and the identification and expression of emotions may be predictors of health anxiety in nursing students. PMID:25045266

  20. [Anxiety state and its related factors in Shanghai high school students].

    PubMed

    Zhang, Jin-song; Jin, Xing-ming; Zhou, Xue-dian; Shen, Li-xiao; Huang, Hong; Shen, Xiao-ming

    2005-09-01

    To investigate the anxiety state in high school students and related factors in order to get reasonable suggestions for prevention. The mental health test (MHT) for high school students, and the living environmental and parental style were used in this study. MHT served as an assessment scale of anxiety. The efficiency sample was 3,050, aged 11 to 18 years old. The level of total anxiety and its each contents was low to moderate (0.24 to 0.54). The percentage of moderate to high of total anxiety was 16.7%, the percentage of moderate to high of each anxiety aspects were 8.8%-21.8%. The mostly high aspects were self-blame, schooling anxiety, social anxiety and over sensitiveness. In general, the girls' anxiety level was higher than boys', but the boys' lonely feeling was higher than the girls'. The total score of anxiety was decreased with age. Except of the over sensitiveness, the decrease tendency of each anxiety contents was significant in boys. For girls, the lonely feeling was deceased and the over sensitiveness increased with age. The age of fifteen seems as a significant changing age. The related disadvantage factors of students' anxiety were: the low education level, the parents' anxiety and depression characters, the authoritarian or neglecting parental style, the often contradiction parental styles between mother and father, parents often quarrel, the experience of often being scalded and physical punishment, lacking in care of others when in difficulties. The schooling pressure should be decreased to an appropriate level. The students' self-confidence and social ability should be emphasized. Good family environments and the support outside the family should be quite important for adolescents' mental health, these factors might decrease the adolescents' anxiety.

  1. Anxiety And Depression In Medical Students Of A Private Medical College.

    PubMed

    Azad, Nadia; Shahid, Afshan; Abbas, Nadeem; Shaheen, Azra; Munir, Nargis

    2017-01-01

    Depression and anxiety are the common mental disorders with a prevalence of 10-44% in developing countries and is the fourth leading cause of morbidity. Undergraduate medical studies are generally perceived to be more stressful for the students as compared to other undergraduate programs as students have to undergo strenuous curriculum and evaluation which may lead to many emotional stresses that may end with psychiatric disorders like depression and anxiety. This study aimed to determine the frequency of anxiety and depression in medical students of Foundation University Medical College (FUMC), Islamabad. In this cross-sectional study, Beck Depressive Inventory and Beck Anxiety Scales were used to assess anxiety and depression at three different times of the Academic year. All five-year students were included in the study. Out of a sample of 150 students, mild depression was seen in 37.46% and moderate to severe depression was observed in 14% students. About 19% of the students had moderate to severe anxiety. In Second year students time of assessment was significantly related to depression and anxiety (p-0.000). Females had higher association with depression in final year (p-0.037). High Psychiatric morbidity found needs to be identified and treated at the earliest; otherwise it can lead to serious consequences such as suicidal ideation and burnout.

  2. Test anxiety levels of board exam going students in Tamil Nadu, India.

    PubMed

    Mary, Revina Ann; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

    2014-01-01

    The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools.

  3. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

    PubMed Central

    Ann Mary, Revina; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J.

    2014-01-01

    The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools. PMID:25143938

  4. Test anxiety levels and related factors: students preparing for university exams.

    PubMed

    Kurt, Ayse Sonay; Balci, Serap; Kose, Dilek

    2014-11-01

    To assess test anxiety levels and related factors among students preparing for university exams. The descriptive, cross-sectional study was conducted at Istanbul University, Turkey, and comprised students preparing for exams in two private courses for the 2010-11 academic year. Data was collected via an original questionnaire and the Test Anxiety Inventory. SPSS 20 was used for statistical analyses. Of the 1250 students who qualified for the study, the final sample size was 376 (30%). Of them, 210 (55.9%) were females, and 154 (41%) were 18 years old. Students' mean Test Anxiety Inventory scores were 39.44±11.34. Female students' overall test anxiety scores and mean emotionality subscale score were significantly higher than those of their male counterparts. Students whose mothers had an educational attainment between primary school n=170 (45.2%) and a high school diploma n=184 (48.9%), as well as those with four or more siblings n=49 (15%), had significantly higher mean overall Test Anxiety Inventory scores. Among other things, test anxiety is influenced by maternal educational level, type of high school, number of exams, and number of siblings. Preparing a relaxed study environment for students, providing the family monetary or social support, and encouraging participation in social activities are recommendedto decreajb anxiety in students preparing for university exams.

  5. Predictors of anxiety and depression in veterinary medicine students: a four-year cohort examination.

    PubMed

    Siqueira Drake, Adryanna A; Hafen, McArthur; Rush, Bonnie R; Reisbig, Allison M J

    2012-01-01

    Mental health needs of veterinary medical students have become the focus of concern in recent years. Literature to date is scarce, but indicates a large number of veterinary medical students experience clinical levels of anxiety and depression. The present study focused on the prevalence of anxiety and depression in a sample of veterinary medical students (N=142) across four-year cohorts. Findings indicate elevated scores of anxiety and depression across the four-year cohorts. Students in their second and third years had the highest anxiety and depression scores. Perceived physical health, unclear expectations, difficulty fitting in, heavy workload, and homesickness were most relevant in explaining anxiety and depression symptom prevalence. Implications for practice and future research are addressed based on these findings.

  6. The distribution of and relationship between autistic traits and social anxiety in a UK student population.

    PubMed

    Freeth, Megan; Bullock, Tom; Milne, Elizabeth

    2013-09-01

    Traits associated with autism and social anxiety were assessed in a UK student population (n = 1325) using the Autism-spectrum Quotient and the Liebowitz Social Anxiety Scale. Clinically relevant levels of autistic traits were observed in 3.3% of the cohort; 10.1% of the cohort reported clinically relevant levels of social anxiety; 1.8% of the cohort met clinically relevant cut-offs for both conditions. There was a significant positive correlation between scores on the two scales (r = .51); students with high levels of autistic traits were more likely to report increased social anxiety than those with average or low levels of autistic traits. Level of social anxiety was best predicted by autistic traits associated with social skill, attention switching and communication, accounting for 33% of the variance in social anxiety scores. Social skill was a better predictor of social anxiety in males than females; attention switching ability was a better predictor of social anxiety in females than males. Students with high levels of autistic traits displayed heightened anxiety to situations and activities necessary for the successful completion of their degree. Implications for student well-being and attainment are discussed.

  7. A study of statistics anxiety levels of graduate dental hygiene students.

    PubMed

    Welch, Paul S; Jacks, Mary E; Smiley, Lynn A; Walden, Carolyn E; Clark, William D; Nguyen, Carol A

    2015-02-01

    In light of increased emphasis on evidence-based practice in the profession of dental hygiene, it is important that today's dental hygienist comprehend statistical measures to fully understand research articles, and thereby apply scientific evidence to practice. Therefore, the purpose of this study was to investigate statistics anxiety among graduate dental hygiene students in the U.S. A web-based self-report, anonymous survey was emailed to directors of 17 MSDH programs in the U.S. with a request to distribute to graduate students. The survey collected data on statistics anxiety, sociodemographic characteristics and evidence-based practice. Statistic anxiety was assessed using the Statistical Anxiety Rating Scale. Study significance level was α=0.05. Only 8 of the 17 invited programs participated in the study. Statistical Anxiety Rating Scale data revealed graduate dental hygiene students experience low to moderate levels of statistics anxiety. Specifically, the level of anxiety on the Interpretation Anxiety factor indicated this population could struggle with making sense of scientific research. A decisive majority (92%) of students indicated statistics is essential for evidence-based practice and should be a required course for all dental hygienists. This study served to identify statistics anxiety in a previously unexplored population. The findings should be useful in both theory building and in practical applications. Furthermore, the results can be used to direct future research. Copyright © 2015 The American Dental Hygienists’ Association.

  8. Socially Desirable Responding and College Students with Dyslexia: Implications for the Assessment of Anxiety and Depression.

    PubMed

    Nelson, Jason M; Liebel, Spencer W

    2017-07-26

    We investigated self-reported depressive and anxiety-related symptoms among college students with dyslexia, with emphasis on the role of socially desirable responding (SDR) in understanding these reports. Analyses included examination of differences in self-reported depressive symptoms, anxiety-related symptoms, and SDR. We also examined the relationships among SDR, depressive symptoms, anxiety-related symptoms, and reading skills. Participants with dyslexia demonstrated significantly higher SDR than did participants without dyslexia, and higher SDR was significantly associated with lower self-reported depressive and anxiety-related symptoms. Moreover, higher SDR was significantly associated with lower reading skills. There was no group difference on anxiety-related symptoms, but participants with dyslexia had higher depressive symptoms than did participants without dyslexia when SDR was controlled. Implications for the assessment of anxiety and depression among college students with dyslexia are discussed. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  9. Heavy drinking among college students is influenced by anxiety sensitivity, gender, and contexts for alcohol use.

    PubMed

    Lawyer, Steven R; Karg, Rhonda S; Murphy, James G; McGlynn, F Dudley

    2002-01-01

    In order to quantify relationships between anxiety sensitivity and situational antecedents to heavy alcohol consumption, 245 university student drinkers completed the anxiety sensitivity index-revised (ASI-R) and the inventory of drinking situations (IDS-42). The observed correlations indicated that anxiety sensitivity is related to negatively reinforced drinking, positively reinforced drinking, and temptation-motivated drinking. However, anxiety sensitivity is most clearly implicated as a factor in negatively reinforced drinking, i.e., drinking followed by "tension reduction." Additionally, the relationship between anxiety sensitivity and negatively reinforced drinking is stronger among males than among females. The results point to anxiety sensitivity and gender as interacting individual difference variables that influence incidence of negatively reinforced heavy drinking among college students.

  10. A Cross-Cultural Comparison of Anxiety among College Students

    ERIC Educational Resources Information Center

    Baloglu, Mustafa; Abbasi, Amir; Masten, William G.

    2007-01-01

    A number of studies have continued to investigate cross-cultural differences in anxiety. However, the cross-national research on anxiety is still far less advanced than other psychological constructs such as schizophrenia or depression. Thus, the purpose of the present study was to compare and contrast the levels of anxiety experienced by …

  11. Effects of Psychology Courseware Use on Computer Anxiety in Students.

    ERIC Educational Resources Information Center

    Lambert, Matthew E.; Lenthall, Gerard

    1989-01-01

    Describes study that examined the relationship between computer anxiety and the use of psychology courseware in an undergraduate abnormal psychology class using four computerized case simulations. Comparisons of pretest and posttest computer anxiety measures are described, and the relationship between computer anxiety/attitudes and computer use is…

  12. Effects of Psychology Courseware Use on Computer Anxiety in Students.

    ERIC Educational Resources Information Center

    Lambert, Matthew E.; Lenthall, Gerard

    1989-01-01

    Describes study that examined the relationship between computer anxiety and the use of psychology courseware in an undergraduate abnormal psychology class using four computerized case simulations. Comparisons of pretest and posttest computer anxiety measures are described, and the relationship between computer anxiety/attitudes and computer use is…

  13. Motivation and Math Anxiety for Ability Grouped College Math Students

    ERIC Educational Resources Information Center

    Helming, Luralyn

    2013-01-01

    The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

  14. Association of temporomandibular disorder symptoms with anxiety and depression in Portuguese college students.

    PubMed

    Minghelli, Beatriz; Morgado, Marcos; Caro, Tatiana

    2014-06-01

    We investigated the prevalence of temporomandibular disorder (TMD) and its association with anxiety and depression among 1,493 Portuguese college students (age 17-69 years) at Piaget Institute. The assessment instruments were the Fonseca Anamnestic Questionnaire and the Hospital Anxiety and Depression Scale. TMD was present in 633 (42.4%) students, and anxiety or depression was present in 456 (30.5%) students. Regarding the association of TMD with anxiety and depression, 280 of the 633 students (61.4%) with TMD symptoms also had signs of anxiety or depression (P < 0.001). As compared with men, women had an odds ratio of 1.9 (95% confidence interval: 1.53-2.46; P < 0.001) for TMD. As compared with students without signs of anxiety or depression, students with such signs had an odds ratio of 3.1 (95% confidence interval: 2.42-3.84; P < 0.001) for TMD. College students from various fields of study and regions of Portugal had a high prevalence of TMD, which was significantly associated with anxiety and depression.

  15. Characteristics of test anxiety among medical students and congruence of strategies to address it

    PubMed Central

    Encandela, John; Gibson, Crystal; Angoff, Nancy; Leydon, Gary; Green, Michael

    2014-01-01

    Introduction Medical students may experience test anxiety associated with ‘high stakes’ exams, such as Step 1 of the United States Medical Licensing Examination. Methods We collected qualitative responses about test anxiety at three points in time from 93 second-year medical students engaged in studying for and taking Step 1. Results Causes of test anxiety as reported by students were related to negative self-talk during preparation for the exam. Effects of anxiety had to do with emotional well-being, cognitive functioning, and physical well-being. Strategies included socializing with others and a variety of cognitive and physical approaches. Comparison of individuals’ strategies with causes and effects showed some congruence, but substantial incongruence between the types of strategies chosen and the reported causes and effects of test anxiety. Discussion Students’ adoption of a ‘menu’ of strategies rather than one or two carefully selected strategies suggest inefficiencies that might be addressed by interventions, such as advisor-directed conversations with students and incorporating student self-assessment and strategies for managing anxiety within courses on test-taking. Such interventions are in need of further study. An annotated list of evidence-based strategies would be helpful to students and educators. Most important, test anxiety should be viewed by medical educators as a ‘real’ experience, and students would benefit from educator support. PMID:25128804

  16. Effects of Test Anxiety and Evaluative Threat on Students' Achievement and Motivation.

    ERIC Educational Resources Information Center

    Hancock, Dawson R.

    2001-01-01

    Investigated the interactive effects of students' levels of test anxiety and teachers' evaluation practices (evaluative threat) on the achievement and motivation of graduate students randomly assigned to high or low evaluative threat conditions. All students, but particularly test-anxious students, performed poorly and were less motivated when…

  17. A Special Section of the Basic Speech Communication Course for Students with Public Speaking Anxiety.

    ERIC Educational Resources Information Center

    Mandeville, Mary Y.

    Oklahoma State University offered a special section of the basic speech communication course for students with public speaking anxiety. Students enrolled by permission of the instructor, and enrollment was limited to 30 students. The class rapidly filled to its 30-student limit, and a waiting list was maintained. The basic course is hybrid in…

  18. Reducing Test Anxiety among Third Grade Students through the Implementation of Relaxation Techniques

    ERIC Educational Resources Information Center

    Larson, Heidi A.; El Ramahi, Mera K.; Conn, Steven R.; Estes, Lincoln A.; Ghibellini, Amanda B.

    2010-01-01

    The purpose of this study was to reduce the negative effects that self-perceived levels of test anxiety have on third-grade students. The participants in this study consisted of 177 third-grade students at two Midwestern public elementary schools. Students at one school were taught relaxation techniques, while students at the second school served…

  19. Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University

    ERIC Educational Resources Information Center

    Balla, Asjad Ahmed Saeed

    2017-01-01

    This paper investigates the level of anxiety due to learning English as a foreign language. It tries to answer these questions: (1) Is anxiety a factor in hindering English proficiency? (2) Does anxiety lead to fear of communication? (3) Which type of anxiety is high among tertiary level female Saudi students? The Foreign Language Anxiety…

  20. The Impact of Parental Separation Anxiety on Identity Development in Late Adolescence and Early Adulthood.

    ERIC Educational Resources Information Center

    Bartle-Haring, Suzanne; Brucker, Penny; Hock, Ellen

    2002-01-01

    Investigated the relationships between parental separation anxiety and adolescent identity development in a longitudinal study of first-year college students and seniors. Found that mothers' need to provide security influenced their adolescents' identity achievement, while father's anxiety about distancing had negative and positive consequences…

  1. Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran.

    PubMed

    Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

    2017-01-01

    Time management skills are essential for nursing students' success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students' TMQ scores and the state anxiety (r= -0.282, p< 0.001) and trait anxiety scores (r= -0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students' TMQ scores and AMS scores (r= 0.279, p< 0.001). Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

  2. Effectiveness of a Death-Education Program in Reducing Death Anxiety of Nursing Students.

    ERIC Educational Resources Information Center

    Johansson, Noreen; Lally, Terry

    1991-01-01

    Evaluated effectiveness of death education program in reducing death anxiety experienced by 22 junior and senior nursing students. Subjects were pre- and posttested with State Form of State-Trait Anxiety Inventory and viewed film of death experience. Posttest analysis indicated that death education program was effective in decreasing death anxiety…

  3. Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals

    ERIC Educational Resources Information Center

    Young, Jamaal Rashad; Young, Jemimah Lea

    2016-01-01

    In this article, the authors provide a single group summary using the Mathematics Anxiety Rating Scale (MARS) to characterize and delineate the measurement of mathematics anxiety (MA) reported among Black students. Two research questions are explored: (a) What are the characteristics of studies administering the MARS and its derivatives to…

  4. Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey

    ERIC Educational Resources Information Center

    Elaldi, Senel

    2016-01-01

    A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…

  5. Investigating Students' Test Anxiety and Attitude toward Foreign Language Learning in Secondary School in Ilam

    ERIC Educational Resources Information Center

    Aliakbari, Mohammad; Gheitasi, Mojtaba

    2016-01-01

    This study tried to examine the level of anxiety of Iranian high school students in English language exams and their attitudes towards English language learning. Further, relationship between these two variables and the differences between test anxiety and attitude in different genders and majors of study were addressed. Westside Test Anxiety…

  6. College Students' Preferences for Psychotherapy across Depression, Anxiety, Relationship, and Academic Problems

    ERIC Educational Resources Information Center

    Joyce, Aaron W.; Ross, Michael J.; Vander Wal, Jillon S.; Austin, Chammie C.

    2009-01-01

    The present study examined differences in college students' preferences for processes of change across four kinds of problems: academic, relationship, depression, and anxiety. Two hundred eighteen undergraduates were randomly assigned to complete either an academic problems, relationship problems, depression, or anxiety Processes of Change…

  7. Sources of Writing Anxiety: A Study on French Language Teaching Students

    ERIC Educational Resources Information Center

    Aslim Yetis, Veda

    2017-01-01

    Conducted on French Language Teaching students, this research aims to determine the causes of writing anxiety. Designed in accordance with the mixed method, a writing anxiety inventory, a language proficiency exam, a retrospective composing-process questionnaire, a writing attitude scale and semi-structured interviews were used. After identifying…

  8. Self-Directedness in Nontraditional College Students: A Behavioral Factor in Computer Anxiety?

    ERIC Educational Resources Information Center

    Hemby, K. Virginia

    1998-01-01

    Reports on the results of a study of nontraditional undergraduate students that was conducted to determine whether self-directedness in learner profile was a predictor of computer anxiety. Analysis based on the Oddi Continuing Learning Inventory and Oetting's Computer Anxiety Scale (COMPAS) indicates that self-directedness is a useful predictor.…

  9. A Study to Investigate the Anxiety Level of M.Phil Students at Entry Level

    ERIC Educational Resources Information Center

    Gujjar, Aijaz Ahmed; Choudhry, Bushra Naoreen

    2008-01-01

    Output of Education: Largely depends on input made along with the potential of learner. Environment of learning, aptitude of learner, tutor, resource person, and peer group has significant in determining of anxiety level of the learner. This study investigates the anxiety level of M.Phil students of The Islamia University of Bahawalpur, Pakistan…

  10. An Investigation of Mathematics Anxiety among Sixth through Eighth Grade Students in Turkey

    ERIC Educational Resources Information Center

    Birgin, Osman; Baloglu, Mustafa; Catlioglu, Hakan; Gurbuz, Ramazan

    2010-01-01

    The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for…

  11. Students' Anxiety towards the Learning of Chemistry in Some Nigerian Secondary Schools

    ERIC Educational Resources Information Center

    Jegede, S. A.

    2007-01-01

    The study was designed to find out students' anxiety towards the learning of chemistry, identify the factors that cause the anxiety, examine the disposition of sex towards the learning of chemistry and suggest ways to increase their taste towards the learning of the subject. Data for the study was obtained by administering a questionnaire to 300…

  12. Social Physique Anxiety, Obligation to Exercise, and Exercise Choices among College Students

    ERIC Educational Resources Information Center

    Chu, Hui-Wen; Bushman, Barbara A.; Woodard, Rebecca J.

    2008-01-01

    Objective: The authors examined relationships among social physique anxiety, obligation to exercise, and exercise choices. Participants and Methods: College students (N = 337; 200 women, 137 men) volunteered to complete 3 questionnaires: the Social Physique Anxiety Scale (SPAS), Obligatory Exercise Questionnaire (OEQ), and Physical Activity…

  13. Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses

    ERIC Educational Resources Information Center

    DeVaney, Thomas A.

    2010-01-01

    This study compared levels of statistics anxiety and attitude toward statistics for graduate students in on-campus and online statistics courses. The Survey of Attitudes Toward Statistics and three subscales of the Statistics Anxiety Rating Scale were administered at the beginning and end of graduate level educational statistic courses.…

  14. Mathematics Anxiety According to Middle School Students' Achievement Motivation and Social Comparison

    ERIC Educational Resources Information Center

    Kesici, Sahin; Erdogan, Ahmet

    2010-01-01

    The purpose of this study is to clarify whether middle school students' mathematics anxiety differentiates or not, according to their low and high achievement motivation and their level of self-esteem stemming from social comparison. This study also aims to clarify the effects of these two variables on mathematics anxiety. The study groups were…

  15. Programming Anxiety amongst Computing Students--A Key in the Retention Debate?

    ERIC Educational Resources Information Center

    Connolly, C.; Murphy, E.; Moore, S.

    2009-01-01

    Low retention rates in third-level computing courses, despite continuing research into new and improved computer teaching methods, present a worrying concern. For some computing students learning programming is intimidating, giving rise to lack of confidence and anxiety. The noncognitive domain of anxiety with regard to learning computer…

  16. The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

    ERIC Educational Resources Information Center

    Kurbanoglu, N. Izzet; Akin, Ahmet

    2010-01-01

    The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…

  17. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    ERIC Educational Resources Information Center

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  18. Heightened Test Anxiety among Young Children: Elementary School Students' Anxious Responses to High-Stakes Testing

    ERIC Educational Resources Information Center

    Segool, Natasha K.; Carlson, John S.; Goforth, Anisa N.; von der Embse, Nathan; Barterian, Justin A.

    2013-01-01

    This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred…

  19. Investigating Foreign Language Learning Anxiety among Students Learning English in a Public Sector University, Pakistan

    ERIC Educational Resources Information Center

    Gopang, Illahi Bux; Bughio, Faraz Ali; Pathan, Habibullah

    2015-01-01

    The present study investigated foreign language anxiety among students of Lasbela University, Baluchistan, Pakistan. The study adopted the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986). The respondents were (N = 240) including 26 female and 214 male. The data was run through the Statistical Package for the Social Sciences (SPSS)…

  20. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    ERIC Educational Resources Information Center

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  1. Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety

    ERIC Educational Resources Information Center

    Kardas, Mehmet Nuri; Koç, Rasit

    2017-01-01

    The objective of the present study is to determine the effect of the "drama" method on students' Turkish verbal skills and speech anxiety. Pretest-posttest experimental model with control group was utilized in the study. In the analysis of data obtained by Turkish Rhetorical Skills Scale (TRSS) and Speech Anxiety Scale (SAS), t-test…

  2. Programming Anxiety amongst Computing Students--A Key in the Retention Debate?

    ERIC Educational Resources Information Center

    Connolly, C.; Murphy, E.; Moore, S.

    2009-01-01

    Low retention rates in third-level computing courses, despite continuing research into new and improved computer teaching methods, present a worrying concern. For some computing students learning programming is intimidating, giving rise to lack of confidence and anxiety. The noncognitive domain of anxiety with regard to learning computer…

  3. Abbreviated Upright Behavioral Relaxation Training for Test Anxiety among College Students: Initial Results

    ERIC Educational Resources Information Center

    Tatum, Teresa; Lundervold, Duane A.; Ament, Patrick

    2006-01-01

    Effect of abbreviated upright Behavioral Relaxation Training (BRT) on two self-report measures of test anxiety was examined using a quasi-experimental pre-post between groups (N = 20) research design with self-referred college students. At time 1 (T1) assessment, all participants completed the Abbreviated Test Anxiety Scale (ATAS) and were trained…

  4. Music Performance Anxiety in Instrumental Music Students: A Multiple Case Study of Teacher Perspectives

    ERIC Educational Resources Information Center

    Sieger, Crystal

    2017-01-01

    Music Performance Anxiety (MPA) is a sometimes debilitating condition affecting many young musicians as they perform in testing or concert settings. These students may consult their teachers to seek aid in overcoming their anxiety. The purpose of this multiple case study was to investigate the strategies and methods utilized by middle and high…

  5. The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement

    ERIC Educational Resources Information Center

    Al Mutawah, Masooma Ali

    2015-01-01

    Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student's achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic…

  6. College Students' Preferences for Psychotherapy across Depression, Anxiety, Relationship, and Academic Problems

    ERIC Educational Resources Information Center

    Joyce, Aaron W.; Ross, Michael J.; Vander Wal, Jillon S.; Austin, Chammie C.

    2009-01-01

    The present study examined differences in college students' preferences for processes of change across four kinds of problems: academic, relationship, depression, and anxiety. Two hundred eighteen undergraduates were randomly assigned to complete either an academic problems, relationship problems, depression, or anxiety Processes of Change…

  7. Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses

    ERIC Educational Resources Information Center

    DeVaney, Thomas A.

    2010-01-01

    This study compared levels of statistics anxiety and attitude toward statistics for graduate students in on-campus and online statistics courses. The Survey of Attitudes Toward Statistics and three subscales of the Statistics Anxiety Rating Scale were administered at the beginning and end of graduate level educational statistic courses.…

  8. Social Physique Anxiety, Obligation to Exercise, and Exercise Choices among College Students

    ERIC Educational Resources Information Center

    Chu, Hui-Wen; Bushman, Barbara A.; Woodard, Rebecca J.

    2008-01-01

    Objective: The authors examined relationships among social physique anxiety, obligation to exercise, and exercise choices. Participants and Methods: College students (N = 337; 200 women, 137 men) volunteered to complete 3 questionnaires: the Social Physique Anxiety Scale (SPAS), Obligatory Exercise Questionnaire (OEQ), and Physical Activity…

  9. Effects of Secondary School Students' Perceptions of Mathematics Education Quality on Mathematics Anxiety and Achievement

    ERIC Educational Resources Information Center

    Çiftçi, S. Koza

    2015-01-01

    The two aims of this study are as follows: (1) to compare the differences in mathematics anxiety and achievement in secondary school students according to their perceptions of the quality of their mathematics education via a cluster analysis and (2) to test the effects of the perception of mathematics education quality on anxiety and achievement…

  10. Humor Reduces Anxiety and Disgust in Anticipation of an Educational Dissection in Teacher Students

    ERIC Educational Resources Information Center

    Randler, Christoph; Wüst-Ackermann, Peter; Demirhan, Eda

    2016-01-01

    Dissections of human organs and animals are an important part of medical and science education but students usually express negative emotions towards dissections. Some studies show a negative influence of disgust and anxiety on motivation, interest and achievement. Therefore, reducing anxiety and disgust should be an important aim. As humor can…

  11. An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage

    ERIC Educational Resources Information Center

    Kovalesky, Richard

    2010-01-01

    This study examines anxiety and level of alcohol consumption among college freshman and sophomore student's to determine if state and trait anxiety are significant factors in high risk alcohol consumption or binge drinking. The State Trait Personality Inventory (STPI) and the Alcohol Use Disorders Identification Test (AUDIT) were administered to…

  12. An Examination of State and Trait Anxiety Levels among College Students Based on the Students' Alcohol Usage

    ERIC Educational Resources Information Center

    Kovalesky, Richard

    2010-01-01

    This study examines anxiety and level of alcohol consumption among college freshman and sophomore student's to determine if state and trait anxiety are significant factors in high risk alcohol consumption or binge drinking. The State Trait Personality Inventory (STPI) and the Alcohol Use Disorders Identification Test (AUDIT) were administered to…

  13. Anxiety

    MedlinePlus

    ... Adults Making Your Wishes Known Home & Community Home › Aging & Health A to Z › Anxiety Font size A A A Print Share Glossary Basic Facts & Information Causes & Symptoms Diagnosis & Tests Care & Treatment Lifestyle & Management Other Resources Caregiving How ...

  14. Impact of preanesthetic information on anxiety of parents and children.

    PubMed

    Cumino, Débora de Oliveira; Cagno, Guilherme; Gonçalves, Vinícius Francisco Zacarias; Wajman, Denis Schapira; Mathias, Lígia Andrade da Silva Telles

    2013-01-01

    Preoperative Anxiety is a negative factor in anesthetic and surgical experience. Among the strategies for reducing children's anxiety, non-pharmacological strategies are as important as the pharmacological ones, but its validity is still controversial. The aim of this study was to verify if the information provided to guardians interferes with child anxiety. 72 children, 4-8 years old, ASA I and II, undergoing elective surgical procedures and their guardians were randomly divided into two groups: control group (CG) = guardian received conventional information about anesthesia; informative group (IG) = guardian received an information leaflet about anesthesia. Children's anxiety was assessed using the modified Yale Preoperative Anxiety Scale (m-YPAS) on two occasions: at the surgical theater waiting room (WR) and at the operating room (OR). Parents' anxiety was assessed using the Hamilton Anxiety Scale (HAM-A) at the CT. There was no difference in demographic data between groups. The level of anxiety in children showed no difference between groups at two measured times. There was statistically significant difference in anxiety levels between WR and OR in both groups, p = 0.0019 for CG and p < 0.0001 for GI, as well as the prevalence of anxiety for CG (38.9% WR and 69.4% OR, p = 0.0174) and GI (19.4% WR and 83.3% OR, p < 0.0001). The anxiety level of guardians did not differ between groups. Regardless of the quality of information provided to the guardians, the level and prevalence of anxiety in children were low at WR time and significantly increased at OR time. Copyright © 2013 Sociedade Brasileira de Anestesiologia. Published by Elsevier Editora Ltda. All rights reserved.

  15. [The effects of psychological nursing on anxiety of patients in the procedure of impacted teeth extraction].

    PubMed

    Tang, Yi-qun; Wan, Peng-bo; Qu, Dong-lin

    2015-06-01

    To investigate the effects of psychological nursing on anxiety of patients during extraction of impacted teeth. Seventy patients who required impacted tooth extraction were randomly divided into intervention group (n=35) and control group (n=35). In the intervention group, psychological nursing was performed by special nurses before, during and after the surgical procedure; In the control group, patients were informed the general knowledge of the routine treatment and care. Anxiety was evaluate with anxiety scale at the end of surgical procedure. The data was analyzed with SPSS 13.0 software package for X2 test. The number of patients with anxiety in the intervention group was significantly reduced compared with the control. The difference was statistically significant (P<0.05). Psychological nursing assists to relieve anxiety of patients during impacted teeth removal.

  16. Death Anxiety From Quality of Life and Emotional Impact of Event.

    PubMed

    Ottu, Iboro Friday Akpan; Essien, Ekong Akpan; Lawal, Abiodun Musbau

    2017-01-01

    The study investigated the traumatic impact of the Dana 2012 plane crash in Lagos, Nigeria. Using a cross-sectional survey, the roles of quality of life (QoL) and impact of event were examined against death anxiety of the proximate inhabitants of the crash site. Result showed significant influence of QoL on death anxiety, with higher QoL participants manifesting higher levels of death anxiety. However, impact of the crash event and demographic indicators such as age, sex, pilot preference, and belief-in-life after death did not influence death anxiety of participants. It can be concluded from these results that the perception of higher QoL has a profound influence on death anxiety of people reminiscing mortality reminders no matter their age, sex, beliefs, and life preferences. It is recommended that anxious death-related experiences be prevented in all spheres of life in pursuit of safety and sound mental health of the people.

  17. Test Anxiety among College Students with Specific Reading Disability (Dyslexia): Nonverbal Ability and Working Memory as Predictors

    ERIC Educational Resources Information Center

    Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.

    2015-01-01

    Test anxiety and its correlates were examined with college students with and without specific reading disability (RD; n = 50 in each group). Results indicated that college students with RD reported higher test anxiety than did those without RD, and the magnitude of these differences was in the medium range on two test anxiety scales. Relative to…

  18. Determination of State-Trait Anxiety Levels of University Students during the Learning Process of Global Environmental Problems

    ERIC Educational Resources Information Center

    Oluk, Sami; Ozuredi, Ozlem; Sakaci, Tansel

    2009-01-01

    This descriptive study is to determine anxiety levels of university students during the learning process of global environmental problems. The scope of the research is composed of 39 students. Data were collected via a state-trait anxiety inventory. Trait anxiety inventory was applied both before and after the study whereas, state anxiety…

  19. The relationship of career decision self-efficacy, trait anxiety, and affectivity among undergraduate students.

    PubMed

    Işik, Erkan

    2012-12-01

    This study examined the relationship between career decision self-efficacy and personal-emotional life, including trait anxiety and positive and negative affect in a sample of 249 undergraduate students. Turkish versions of career decision self-efficacy scale-short form, positive and negative affect schedule, and trait anxiety inventory were administrated. Higher career decision self-efficacy was associated with higher positive affectivity and lower trait anxiety and negative affectivity. Trait anxiety and positive affect were the significant predictors of career decision self-efficacy. Implications for career counseling and ideas for future research were discussed.

  20. Gender differences in the relationship between alcohol use and anxiety symptoms among Nigerian college students.

    PubMed

    Adewuya, Abiodun O; Ola, Bola A; Aloba, Olutayo O

    2006-12-01

    Few studies have addressed the effect of gender on the relationship between alcohol and anxiety. Students in a Nigerian university, grouped into five separate categories of alcohol use completed the Zung's Self Rating Anxiety Scale. Although a non-linear "J shaped" relationship was found between alcohol use and anxiety symptoms among males, a linear relationship was found among females. Women tend not to share the positive effect moderate alcohol use confers on anxiety status. This gender difference may be an important consideration when planning preventive strategies for alcohol related problems in Nigerian youths.

  1. A study of depression and anxiety, general health, and academic performance in three cohorts of veterinary medical students across the first three semesters of veterinary school.

    PubMed

    Reisbig, Allison M J; Danielson, Jared A; Wu, Tsui-Feng; Hafen, McArthur; Krienert, Ashley; Girard, Destiny; Garlock, Jessica

    2012-01-01

    This study builds on previous research on predictors of depression and anxiety in veterinary medical students and reports data on three veterinary cohorts from two universities through their first three semesters of study. Across all three semesters, 49%, 65%, and 69% of the participants reported depression levels at or above the clinical cut-off, suggesting a remarkably high percentage of students experiencing significant levels of depression symptoms. Further, this study investigated the relationship between common stressors experienced by veterinary students and mental health, general health, and academic performance. A factor analysis revealed four factors among stressors common to veterinary students: academic stress, transitional stress, family-health stress, and relationship stress. The results indicated that both academic stress and transitional stress had a robust impact on veterinary medical students' well-being during their first three semesters of study. As well, academic stress negatively impacted students in the areas of depression and anxiety symptoms, life satisfaction, general health, perception of academic performance, and grade point average (GPA). Transitional stress predicted increased depression and anxiety symptoms and decreased life satisfaction. This study helped to further illuminate the magnitude of the problem of depression and anxiety symptoms in veterinary medical students and identified factors most predictive of poor outcomes in the areas of mental health, general health, and academic performance. The discussion provides recommendations for considering structural changes to veterinary educational curricula to reduce the magnitude of academic stressors. Concurrently, recommendations are suggested for mental health interventions to help increase students' resistance to environmental stressors.

  2. Impact of Online Discussion on Elementary Teacher Candidates' Anxiety towards Teaching Mathematics

    ERIC Educational Resources Information Center

    Liu, Fuchang

    2008-01-01

    This study investigated the impact of online discussion of anxiety towards teaching mathematics (ATTM) on elementary teacher candidates' ATTM. Participants (N = 39) in elementary mathematics methods classes completed Anxiety Towards Teaching Mathematics Questionnaire immediately before and after 8 weeks of online discussion of ATTM. It was found…

  3. "Math Makes Me Sweat" The Impact of Pre-Service Courses on Mathematics Anxiety

    ERIC Educational Resources Information Center

    Johnson, Beth; vanderSandt, Suriza

    2011-01-01

    We investigate mathematics anxiety amongst education majors currently enrolled as pre-service teachers in special education, deaf and hard of hearing, early childhood and elementary education. The impact of a compulsory freshmen content course and sophomore methodology course on mathematics anxiety for each education major was studied over a two…

  4. Adverse consequences of student drinking: the role of sex, social anxiety, drinking motives.

    PubMed

    Norberg, Melissa M; Olivier, Jake; Alperstein, Dion M; Zvolensky, Michael J; Norton, Alice R

    2011-08-01

    This study examined whether biological sex, social anxiety, and drinking motives relate differently to distinct types of alcohol-related consequences using Poisson regression. One hundred eighteen college students completed self-report measures assessing drinking motives and social anxiety and an interview assessing alcohol consumption and consequences. Highly socially anxious women were particularly apt to experience adverse role functioning consequences, while men were particularly apt to experience physical consequences. Although highly socially anxious women reported more personal consequences than did women with low to moderate social anxiety, men with low to moderate social anxiety reported experiencing more social and personal consequences than did women with low to moderate social anxiety. When taking into consideration the above associations, coping motives were statistically associated with social consequences and marginally related to personal consequences, while enhancement motives were significantly associated with physical consequences. Targeting these factors may lead to effective interventions for individuals with co-occurring social anxiety and drinking problems.

  5. Locus of control, test anxiety, academic procrastination, and achievement among college students.

    PubMed

    Carden, Randy; Bryant, Courtney; Moss, Rebekah

    2004-10-01

    114 undergraduates completed the Internal-External Locus of Control scale, the Procrastination Scale, and the Achievement Anxiety Test. They also provided a self-report of their cumulative GPA. Students were divided into two groups by a median-split of 10.5, yielding an internally oriented group of 57 and an externally oriented group of 57. The former students showed significantly lower academic procrastination, debilitating test anxiety, and reported higher academic achievement than the latter.

  6. Body image satisfaction and anxiety of a Turkish sample of university students with skin diseases.

    PubMed

    Kaymak, Yeşim; Ulutaş, Ilkay; Taner, Ender; Bakir, Bilal; Simşek, Isil

    2007-04-01

    The aim of this study was to evaluate perception of body image and anxiety of 221 university students presenting to the dermatology outpatient clinic with a skin disease and 205 students without skin disease. Analysis of anxiety and body image scores yielded differences by sex and age in both groups. The group with skin disease had lower scores on body image. Acne vulgaris seems to be the most disturbing among the skin diseases, and this was more prominent in younger patients.

  7. Impact of nurses clothing on anxiety of hospitalised children.

    PubMed

    Roohafza, Hamidreza; Pirnia, Afsaneh; Sadeghi, Masoumeh; Toghianifar, Nafiseh; Talaei, Mohammad; Ashrafi, Mahmood

    2009-07-01

    To investigate anxiety levels in two groups of children exposed to nurses with white vs. coloured clothing in a university hospital in Iran. Hospitalisation causes anxiety in children and it is documented that nurses have an important role in alleviating children's distress and anxiety. Nurses characteristics, including their clothing is a factor that affects quality of care through child-nurse relationship. Clinical trial. Children (n = 92) aged 7-15 years old hospitalised for 3-5 days in paediatric surgery ward were exposed to nurses in white or coloured clothing. Children's anxiety was assessed on admission and at discharge using Revised Children's Manifest Anxiety Scale. Children exposed to white nursing uniforms showed higher anxiety levels compared with children exposed to coloured nursing clothing (p < or = 0.05). Besides coloured nursing clothing, female sex, age >11 years old (guidance school) and living in families with more than four members were predictors of lower global anxiety scores. Providing a child-friendly environment through colourful nursing clothing can promote nurses' relationship with hospitalised children. This can satisfy children's expectations of the nursing care and alleviates the need for meeting ideals of nursing care through wearing a white nursing uniform provided that standards of nursing care are favoured. Using colourful nursing clothing in paediatric wards reduces anxiety as a psychological parameter which delays improvement and provides a child-friendly environment that helps promotion of quality of nursing care.

  8. Relationship between Mathematics Anxiety and Attitude towards Mathematics among Indian Students

    ERIC Educational Resources Information Center

    Chaman, Mini; Callingham, Rosemary

    2013-01-01

    The purpose of the study was to investigate relationship between mathematics anxiety and attitude towards mathematics among secondary school students in South India. Data were collected from 112 secondary school students in a private school. Demographic information such as gender and age of the students were also collected. Structural equation…

  9. Nursing Students' Attitudes Toward the Aged as a Function of Death Anxiety.

    ERIC Educational Resources Information Center

    Blackie, Norman K.

    A 139-item questionnaire was constructed to account for additional variance in the attitudes and behaviors of student nurses toward the aged. This study was conducted to examine the effects of death anxiety on the attitudes and behaviors of student nurses toward old persons. To this end, 150 student nurses were surveyed. Eight scales were…

  10. Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students

    ERIC Educational Resources Information Center

    Ariapooran, Saeed

    2017-01-01

    Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female…

  11. Reducing Student Anxiety toward Introductory Chemistry by Use of Systematic Desensitization.

    ERIC Educational Resources Information Center

    Rasor, Richard A.; Engel, Dominique

    A study was conducted at American River College during Spring 1981 to assess the effectiveness of a systematic desensitization program in reducing student anxiety toward chemistry and in improving student performance in chemistry courses. During the study, students in two sections of an introductory chemistry course were administered three tests…

  12. The "Responsive Classroom" Approach and Fifth Grade Students' Math and Science Anxiety and Self-Efficacy

    ERIC Educational Resources Information Center

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E.; Merritt, Eileen G.; Patton, Christine L.

    2013-01-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as…

  13. Interpersonal Psychotherapy-Adolescent Skills Training: Anxiety Outcomes and Impact of Comorbidity

    PubMed Central

    Young, Jami F.; Makover, Heather B.; Cohen, Joseph R.; Mufson, Laura; Gallop, Robert; Benas, Jessica S.

    2012-01-01

    Objective Given the frequent comorbidity of anxiety and depression, it is important to study the effects of depression interventions on anxiety and the impact of comorbid anxiety on depression outcomes. Method This paper reports on pooled anxiety and depression data from two randomized trials of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a depression prevention program. Ninety-eight adolescents were randomized to receive IPT-AST or school counseling (SC). Outcome and predictor analyses were performed utilizing hierarchical linear models. Results IPT-AST adolescents had significantly greater reductions in anxiety and depressive symptoms than SC adolescents during the intervention. Baseline anxiety symptoms predicted change in depressive symptoms for adolescents in both intervention conditions, with adolescents low in baseline anxiety demonstrating more rapid change in depressive symptoms than adolescents high in baseline anxiety. Conclusions These findings indicate that IPT-AST is effective at decreasing both depressive and anxiety symptoms. For adolescents with comorbid symptoms of anxiety, there may be slower rates of change in depressive symptoms following prevention programs. PMID:22891881

  14. Interpersonal psychotherapy-adolescent skills training: anxiety outcomes and impact of comorbidity.

    PubMed

    Young, Jami F; Makover, Heather B; Cohen, Joseph R; Mufson, Laura; Gallop, Robert J; Benas, Jessica S

    2012-01-01

    Given the frequent comorbidity of anxiety and depression, it is important to study the effects of depression interventions on anxiety and the impact of comorbid anxiety on depression outcomes. This article reports on pooled anxiety and depression data from two randomized trials of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a depression prevention program. Ninety-eight adolescents were randomized to receive IPT-AST or school counseling (SC). Outcome and predictor analyses were performed utilizing hierarchical linear models. IPT-AST adolescents had significantly greater reductions in anxiety and depressive symptoms than SC adolescents during the intervention. Baseline anxiety symptoms predicted change in depressive symptoms for adolescents in both intervention conditions, with adolescents low in baseline anxiety demonstrating more rapid change in depressive symptoms than adolescents high in baseline anxiety. These findings indicate that IPT-AST is effective at decreasing both depressive and anxiety symptoms. For adolescents with comorbid symptoms of anxiety, there may be slower rates of change in depressive symptoms following prevention programs.

  15. Aspects of caring for dying patients which cause anxiety to first year student nurses.

    PubMed

    Cooper, Jan; Barnett, Mandy

    2005-08-01

    To examine what aspects of caring for dying patients cause anxiety in student nurses during their first year of training. Qualitative descriptive study. A university in the UK delivering preregistration nurse education. A purposive sample of 38 student nurses who had just completed their first year of their programme consented to participate in the study. Data triangulation was employed, with data collected from students' reflective diaries and two focus group meetings. Eight themes emerged relating to students' anxiety about caring for dying patients: coping with the physical suffering of patients: what to do or say; the severing of the relationship with the patient; the type of death; cardiopulmonary resuscitation; last offices; coping mechanisms; and interventions that would improve the student experience. Findings from the study suggest that it is aspects of the caring role, rather than personal fear of death, that form the source of much of students' anxiety.

  16. [Gradual effects of therapeutic touch in reducing anxiety in university students].

    PubMed

    Gomes, Vanessa Miranda; Silva, Maria Júlia Paes da; Araújo, Eutália Aparecida Cândido

    2008-01-01

    This is quantitative research conducted with 42 students of a public university using the Therapeutic Touch - Krieger-Kunz Method and the application of a questionnaire validated in Brazil to assess anxiety in three sessions. Subjects were divided into two groups: experimental (1), in which the complementary therapy was used; and control (2), in which a mock of the technique, with no therapeutic intention, was applied. The objective was to identify the gradual influence of that health complementary therapy upon the students' state of anxiety. The analysis of the data showed a statistically significant reduction of the state of anxiety in both groups, with pd' 0.05.

  17. Stress and Anxiety Management in Nursing Students: Biofeedback and Mindfulness Meditation.

    PubMed

    Ratanasiripong, Paul; Park, Janet F; Ratanasiripong, Nop; Kathalae, Duangrat

    2015-09-01

    The current study investigated the efficacy of two brief intervention programs-biofeedback and mindfulness meditation-on levels of state anxiety and perceived stress in second-year Thai nursing students as they began clinical training. Eighty-nine participants from a public nursing college in Thailand were randomly assigned to one of three groups: biofeedback group, mindfulness meditation group, or a control group. All participants were given pre- and postintervention surveys, which included demographic information; the State-Trait Anxiety Inventory (State Anxiety Scale); and the Perceived Stress Scale. Findings indicated that biofeedback significantly reduced anxiety and maintained stress levels in nursing students. Mindfulness meditation similarly decreased anxiety levels, while also significantly lowering stress levels. The biofeedback group exhibited significant reduction in anxiety levels among the three groups at postintervention. Despite stressors and demands nursing students experience as they begin clinical practice, study findings support the use of biofeedback and mindfulness meditation interventions to assist nursing students in managing stress and anxiety. Copyright 2015, SLACK Incorporated.

  18. Speaking Anxiety in English Conversation Classrooms among Thai Students

    ERIC Educational Resources Information Center

    Akkakoson, Songyut

    2016-01-01

    Purpose: This paper reports on a part of a larger research project concerning the conceptualisation of English language speaking-in-class anxiety, attitudes to speaking English in class and self-ratings of English-speaking ability, and perceived sources of this situation-specific anxiety. Methodology: The participants in this study were 282 Thai…

  19. Social Anxiety, Reasons for Drinking, and College Students

    ERIC Educational Resources Information Center

    Norberg, Melissa M.; Norton, Alice R.; Olivier, Jake; Zvolensky, Michael J.

    2010-01-01

    Recent research suggests that social anxiety may be associated with higher rates of alcohol problems in women, yet may be associated with lower levels of drinking in men. The current study investigated putative mechanisms that may underlie potential gender differences in the social anxiety-alcohol relationship. One hundred and eighteen college…

  20. Got Anxiety? Get Help: Tips for College Students

    MedlinePlus

    ... a traumatic event or experience several months or years after it has occurred Anxiety disorders are real , serious , and treatable . Anxiety Disorders Can Happen to Anyone Panic Disorder Sarah had just finished her first round of finals in college. Suddenly a huge wave ...

  1. A Study on Anxiety in Chinese EFL University Students

    ERIC Educational Resources Information Center

    Jing, Huang; Junying, Zhang

    2016-01-01

    Anxiety experienced in the course of learning a foreign language is specific and unique (Horwitz et al., 1986; MacIntyre & Gardner, 1989). This paper reports a study on anxiety in Chinese undergraduate non-English majors at three different proficiency levels in a three-week immersion summer camp. By way of survey, interviews, reflective…

  2. Anxiety in Students: A Hidden Culprit in Behavior Issues

    ERIC Educational Resources Information Center

    Minahan, Jessica; Rappaport, Nancy

    2012-01-01

    Traditional behavioral plans for children with Asperger syndrome often neglect what they need to learn to manage their anxiety and the underdeveloped skills that contribute to their anxiety. School personnel often identify a desirable target behavior and try to reinforce it through rewards (stickers, praise, etc.), which usually does not work.…

  3. Anxiety in Students: A Hidden Culprit in Behavior Issues

    ERIC Educational Resources Information Center

    Minahan, Jessica; Rappaport, Nancy

    2012-01-01

    Traditional behavioral plans for children with Asperger syndrome often neglect what they need to learn to manage their anxiety and the underdeveloped skills that contribute to their anxiety. School personnel often identify a desirable target behavior and try to reinforce it through rewards (stickers, praise, etc.), which usually does not work.…

  4. Social Anxiety, Reasons for Drinking, and College Students

    ERIC Educational Resources Information Center

    Norberg, Melissa M.; Norton, Alice R.; Olivier, Jake; Zvolensky, Michael J.

    2010-01-01

    Recent research suggests that social anxiety may be associated with higher rates of alcohol problems in women, yet may be associated with lower levels of drinking in men. The current study investigated putative mechanisms that may underlie potential gender differences in the social anxiety-alcohol relationship. One hundred and eighteen college…

  5. Anxiety (Low Ago Strength) And Intelligence Among Students Of High School Mathematics

    NASA Astrophysics Data System (ADS)

    Naderi, Habibollah

    2008-01-01

    The aim of this study was to investigate the relationship between anxiety (low ago strength) and intelligence among student's mathematics. All the effects of anxiety were studied within the sample of 112 subjects (boys). 56 of them were regular of students (RS) and 56 were intelligent of students (IS) of high schools. Mean age was (17.1 years), SD (.454) and range age was 16-18 years in 3 classes of regular of high school mathematics was for regular students. For the IS, mean age was (16.75 years), SD (.436) and range age was l6-17 years in 4 classes of students exceptional talent for high school mathematics. The sampling method in this study was the simple randomization method. In this studied, for analysis of method used both descriptive and inference of research, which for description of analysis used Average and analysis of covariance and Variance, also for inference of analysis, used with t-test between two the groups of students. The Cattell of Anxiety Test (1958) (CTAT) has been used in a number of studies for measurement trait anxiety in Iran. In general, the findings were found not statistical significant between the RS and the IS of students in that factorial of low of ago strength (C-). Further research is needed to investigate whether the current findings hold for student populations by others anxiety tests.

  6. The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

    PubMed

    Griggs, Marissa Swaim; Rimm-Kaufman, Sara E; Merritt, Eileen G; Patton, Christine L

    2013-12-01

    Self-efficacy forecasts student persistence and achievement in challenging subjects. Thus, it is important to understand factors that contribute to students' self-efficacy, a key factor in their success in math and science. The current cross-sectional study examined the contribution of students' gender and math and science anxiety as well as schools' use of Social and Emotional Learning (SEL) practices to students' math and science self-efficacy. Fifth graders (n = 1,561) completed questionnaires regarding their feelings about math and science. Approximately half of the students attended schools implementing the Responsive Classroom® (RC) approach, an SEL intervention, as part of a randomized controlled trial. Results suggested no difference in math and science self-efficacy between boys and girls. Students who self-reported higher math and science anxiety also reported less self-efficacy toward these subjects. However, the negative association between students' anxiety and self-efficacy was attenuated in schools using more RC practices compared with those using fewer RC practices. RC practices were associated with higher science self-efficacy. Results highlight anxiety as contributing to poor self-efficacy in math and science and suggest that RC practices create classroom conditions in which students' anxiety is less strongly associated with negative beliefs about their ability to be successful in math and science. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  7. Construction of anxiety and dimensional personality model in college students.

    PubMed

    Abdel-Khalek, Ahmed M

    2013-06-01

    A sample of 402 volunteer male (n = 156) and female (n = 246) Kuwaiti undergraduates responded to the Arabic versions of the Kuwait University Anxiety Scale and the Eysenck Personality Questionnaire. The latter questionnaire has four subscales: Psychoticism, Extraversion, Neuroticism, and Lie. Women obtained a higher mean score on Kuwait University Anxiety Scale and Neuroticism than did men, while men had a higher mean score on Psychoticism than did women. Factor analysis of the intercorrelations between the five variables, separately conducted for men and women, gave rise to two orthogonal factors called Anxiety-and-Neuroticism vs Extraversion, and Psychoticism vs Lie. Stepwise regression revealed that Neuroticism was the main predictor of anxiety. It was concluded that persons with high Neuroticism scores may be more vulnerable to anxiety than those with low scores.

  8. The effect of guided reflection on test anxiety in nursing students.

    PubMed

    Sharif, Farkhondeh; Dehbozorgi, Razieh; Mani, Arash; Vossoughi, Mehrdad; Tavakoli, Pouran

    2013-09-01

    Anxiety disorders are common and test stress affects many students. Guided reflection is a new and effective method for reducing stress. To assess the effect of guided reflection on test anxiety in second and third-year nursing students of Fatima Nursing and Midwifery College, Shiraz University of Medical Sciences, Shiraz, Iran. This study was designed to assess the effect of guided reflection on test anxiety among nursing students of second and third year of education in Faculty of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran. Data was collected using demographic data questionnaires and the Sarason and Abolghasemi test anxiety scale. Based on the latter questionnaire, of the 147 participants, 100 had test anxiety with scores ranging from 13-63 (mild-severe anxiety), of which 80 students were randomly selected and divided into case and control groups. We used Johns's 9-stage guided reflection model through Q and A, lecture, and discussion. The case group participated in a 2-day guided reflection workshop for six hours each day. The control group received no intervention. Sarason and Abolghasemi's test anxiety questionnaire was completed by the students at the beginning of the first session, immediately after and three months after intervention. The test anxiety mean scores were 35.34 ± 9.50 and 35.47 ± 10.66 before the intervention in the control and intervention groups respectively. No significant difference was found between the two groups with respect to socio-demographic characteristics. The Mean ± SD of test anxiety scores increased to 36.48 ± 9.34 three months after the intervention in the control group (P = 0.1). However, in the intervention group, the Mean ± SD test anxiety scores reduced immediately after (16.31 ± 8.61) and three months after (27.72 ± 10.09) the intervention, compared to before the intervention (35.47 ± 10.66) (P < 0.001, paired T-test). Guided reflection is effective in reducing test anxiety in

  9. An Examination of the Impact of a College Level Meditation Course on College Student Well Being

    ERIC Educational Resources Information Center

    Crowley, Claire; Munk, Dana

    2017-01-01

    Statement of the Problem: The competing pressures of college life can increase stress and anxiety in college students and have negative outcomes on academic performance and overall well-being. The purpose of this study was to use qualitative measures to examine how participation in a college level experiential meditation course impacted students'…

  10. Social anxiety, alcohol expectancies, and self-efficacy as predictors of heavy drinking in college students.

    PubMed

    Gilles, Donna M; Turk, Cynthia L; Fresco, David M

    2006-03-01

    Burke and Stephens (1999) [Burke, R.S., Stephens, R.S. Social anxiety and drinking in college students: A social cognitive theory analysis. Clinical Psychology Review, 19, (1999) 513-530.] proposed a social cognitive theory of heavy drinking in college students. According to this theory, alcohol expectancies for social facilitation and self-efficacy for refusing heavy drinking in anxiety-producing social situations moderate the relationship between social anxiety and drinking. In the current study, a significant three-way interaction was observed among social anxiety, expectancies, and self-efficacy when amount and frequency of drinking was the dependent variable. As predicted by the model, socially anxious college students with low self-efficacy for avoiding heavy drinking in social situations and high positive expectancies for social facilitation reported more alcohol consumption than other socially anxious individuals.

  11. Achievement motivation, anxiety and academic success in first year Master of Nursing students.

    PubMed

    McEwan, L; Goldenberg, D

    1999-07-01

    Forty-one first semester master level nursing students from three Canadian universities participated in this descriptive correlational study to identify the influence of achievement motivation and anxiety on their academic success. Academic success was determined by their first semester grade point average (GPA). Participants had high achieving tendencies (M = 73.5) and academic ability (M = 81.9), supporting Atkinson's (1957, 1964) achievement motivation theory which was used as the framework. While state anxiety was negatively correlated, trait anxiety was the only valid predictor of academic success. Academic ability and inherent anxiety had a greater potential for predicting students who would succeed, which has implications for nurse educators, administrators and researchers. However, the need to assess both cognitive and non-cognitive variables to determine master level nursing students' ability to succeed is recommended.

  12. The relationship between high residential density in student dormitories and anxiety, binge eating and Internet addiction: a study of Chinese college students.

    PubMed

    Tao, Zhuoli; Wu, Gao; Wang, Zeyuan

    2016-01-01

    Although various studies have indicated that high residential density may affect health and psychological outcomes, to our knowledge, there have been no studies regarding the predictive nature of crowded living conditions on binge eating and the use of the Internet as coping strategies. A total of 1048 Chinese college students (540 males and 508 females) were randomly selected and asked to complete a battery of questionnaires that included the Zung's Self-Rating Anxiety Scale, the Internet Addiction Test, and Rosenbaum's Self-Control Scale. Binge eating behaviors and compensatory behaviors were also reported, and variables about residential density were measured. Among female participants, binge eating scores were significantly predicted by anxiety caused by high-density living conditions (P = 0.008), and similarly, the frequency of compensatory behaviors was significantly predicted by anxiety caused by high-density living conditions (P = 0.000) and self-control (P = 0.003). Furthermore, the Internet Addiction Test scores were significantly predicted by the anxiety caused by high -density living conditions (P = 0.000) and self-control (P = 0.000). Among male participants, not only were the binge eating scores significantly predicted by the anxiety caused by high-density living conditions (P = 0.000) and self-control (P = 0.000), but the frequency of compensatory behaviors was also significantly predicted by the anxiety caused by high-density living conditions (P = 0.000) and self-control (P = 0.01). Furthermore, Internet Addiction Test scores were significantly predicted by anxiety caused by high-density living conditions (P = 0.000) and self-control (P = 0.000). It was further found that for both genders, subjective factors such as self-control, and the anxiety caused by high-density living conditions had a stronger impact on Internet addiction than objective factors, such as the size of the student's dormitory room. Moreover, self

  13. Symptoms of anxiety and depression in Estonian medical students with sleep problems.

    PubMed

    Eller, Triin; Aluoja, Anu; Vasar, Veiko; Veldi, Marlit

    2006-01-01

    High emotional stress in medical students has been observed in many studies. Our aim in this article was to assess the prevalence of symptoms of anxiety and depression among Estonian medical students and to find relationships between sleep complaints and emotional symptoms. The study group consisted of 413 medical students, ages 19-33 years, at the University of Tartu. Each was asked to complete two questionnaires: the Emotional State Questionnaire (EST-Q), containing 28 questions, and the Questionnaire on Sleep and Daytime Habits, with 25 questions. The anxiety and depression subscales from the EST-Q were applied. From the study group, 21.9% students had symptoms of anxiety, and 30.6% had symptoms of depression. The frequency of anxiety and depressive symptoms was higher in females. In regression and multiple regression analysis, we determined which sleep problems were related to emotional symptoms. The associations were different for men and women. In women, anxiety remained significantly related to waking up because of nightmares and feeling tired in the morning; depressive symptoms were related to difficulties in getting to sleep at night, waking up because of nightmares and nocturnal eating habits, daytime sleepiness, and sleepiness during school lessons. In men, significant relations were clear only for depression: difficulties in falling asleep at night before an exam and subjective sleep quality. The study demonstrated that a high percentage of medical students had emotional symptoms. We found that some sleep problems indicated underlying symptoms of anxiety and depression. (c) 2006 Wiley-Liss, Inc.

  14. Social anxiety and drinking game participation among university students: the moderating role of drinking to cope.

    PubMed

    Mulligan, Ellen J; George, Amanda M; Brown, Patricia M

    2016-11-01

    Few studies have examined the relationship of social anxiety with drinking game participation. Drinking games represent a popular form of drinking in university settings. Due to their structure, games may appeal to socially anxious drinkers, particularly among those seeking to fit in or cope with the social setting. To examine the relationship of social anxiety with frequency of drinking game participation among a university undergraduate sample and to investigate if drinking motives moderate this association. A total of 227 undergraduate students aged 18-24 years (73% female) who had consumed alcohol in the prior year were included in the current investigation. Hierarchical regression examined the influences of social anxiety and drinking motives on frequency of drinking game participation, as well the interactions of social anxiety with drinking for coping motives and conformity motives. Social anxiety failed to emerge as a significant predictor of frequency of drinking game participation. However, drinking to cope moderated the relationship of social anxiety with frequency of drinking game participation. Socially anxious students who drank to cope were more likely to participate in drinking games on occasions when they consumed alcohol than those who did not endorse this drinking motive. Results demonstrated the influence of drinking to cope in the relationship of social anxiety with frequency of drinking game participation. Future work should examine the relationship with other indicators of drinking game activity. Intervention efforts addressing social anxiety and drinking should consider motives for drinking, as well as drinking patterns.

  15. Positive and negative perfectionism and their relationship with anxiety and depression in Iranian school students

    PubMed Central

    Afshar, Hamid; Roohafza, Hamidreza; Sadeghi, Masoumeh; Saadaty, Alireza; Salehi, Mehrdad; Motamedi, Masoud; Matinpour, Mohammad; Isfahani, Homayoun Naji; Asadollahi, Ghorbanali

    2011-01-01

    BACKGROUND: Although many studies have investigated the relationship between perfectionism, anxiety, and depression among the adults, little is known about the manifestations of perfectionism among schoolage youths. This study has investigated this relationship in an Iranian sample. METHODS: Using multistage cluster random sampling, 793 Iranian school students in 2007 were studied. Data of demographic characteristics, children's depression inventory, revised children's manifest anxiety scale, and the positive and negative perfectionism scales were obtained using questionnaires. RESULTS: The results indicated that both aspects of perfectionism are associated with depression and anxiety. Negative and positive perfectionism have positive and negative associations, respectively, with depression and anxiety. The interaction of anxiety and depression with perfectionism reveals that depression is in association with lower scores of positive perfectionism, whereas in students with higher scores of negative perfectionism, the anxiety scores are also higher. Moreover, the accompaniment of anxiety with depression is in association with relatively lower levels of negative perfectionism. CONCLUSIONS: It was concluded that negative perfectionism is a risk factor for both depression and anxiety, while positive perfectionism is a protective factor. However, the interventions which encourage the positive aspects of perfectionism and decrease its negative aspects may be able to diminish psychopathological subsequence. PMID:21448388

  16. The effect of progressive muscle relaxation method on test anxiety in nursing students

    PubMed Central

    Zargarzadeh, Maryam; Shirazi, Maryam

    2014-01-01

    Background: Concerning the prevalence of test anxiety among nursing students and presence of stress in nursing education years, this study was conducted to determine the effect of progressive muscle relaxation method on test anxiety among nursing students of Isfahan University of Medical Sciences in 2013. Materials and Methods: This was a quasi-experimental study conducted in three stages on 49 male and female nursing students divided into two groups (study and control). In the pre-test stage, demographic data and Sarason anxiety questionnaires were filled by 94 students (of terms 3 and 4). Then, in the intervention stage, the students having test anxiety were assigned to two groups (study and control), and the progressive muscle relaxation method was performed in the experiment group in four sessions. Then, the students did this method two times a day until final exams, immediately following which they filled the self-reported checklists. On the first day of the final exams, test anxiety questionnaire was filled by the two groups again. The collected data were analyzed by the statistical tests, i.e. χ2, paired t-test, independent sample t-test, Mann–Whitney and Wilcoxon tests, using SPSS 18. Results: Independent t-test showed a significant difference in the mean scores of test anxiety after intervention between the two groups of study and control (P = 0.00), but this difference was not significant before intervention (P = 0.76). Also, in the study group, there was a significant difference in the mean scores of test anxiety before and after intervention (P = 0.00), but this difference was not significant in the control group (P = 0.09). Mann–Whitney test showed no significant difference in categorization of test anxiety scores before intervention in the study and control groups (P = 0.60), but the difference was significant after intervention (P = 0.00). Wilcoxon test showed a significant difference in categorization of test anxiety scores in the study group

  17. Factors associated with medical student test anxiety in objective structured clinical examinations: a preliminary study.

    PubMed

    Kim, Kyong-Jee

    2016-12-29

    To investigate attributes of medical students associated with their test anxiety on Objective Structured Clinical Examinations (OSCEs). A cross-sectional study using a self-administered questionnaire was conducted of all Year 3 and 4 students at a private medical school in South Korea in 2014. This 53-item questionnaire consisted of factors pertaining to test anxiety on the OSCE identified from a review of relevant literature, which included students' motivational beliefs and achievement emotions, perceived values of the OSCE, and attitude and orientation towards patients. Participants' test anxiety levels were measured using the Korean Achievement Emotions Questionnaire. Participants rated their responses using a five-point Likert-type scale. Univariate analysis was performed to examine relationships between the variables. A total of 94 students completed the questionnaire (a 93% response rate). No differences in the participants' test anxiety scores were observed across genders, entry-levels, or years in medical school. Participants' test anxiety on the OSCE showed moderate association with their class-related achievement emotions (i.e., anxiety and boredom), where r = 0.46 and 0.32, p < 0.01, respectively, and weak negative associations with their patient-centeredness (r = -0.21, p < 0.05) and with their perceived values of the OSCE (r = -0.21, p < 0.05). This study found some non-cognitive factors related to medical students' test anxiety on the OSCE. These findings have implications for developing effective educational interventions for helping students cope with such a stress by enhancing our understanding of the various factors that influence their test anxiety in OSCEs.

  18. RELATIONSHIP BETWEEN SLEEP DISTURBANCE AND DEPRESSION, ANXIETY, AND FUNCTIONING IN COLLEGE STUDENTS

    PubMed Central

    Nyer, Maren; Farabaugh, Amy; Fehling, Kiki; Soskin, David; Holt, Daphne; Papakostas, George I.; Pedrelli, Paola; Fava, Maurizio; Pisoni, Angela; Vitolo, Ottavio; Mischoulon, David

    2013-01-01

    Background Sleep disturbance (SD) has complex associations with depression, both preceding and following the onset and recurrence of depression. We hypothesized that students with depressive symptoms with SD would demonstrate a greater burden of comorbid psychiatric symptoms and functional impairment compared to students with depressive symptoms without SD. Methods During a mental health screening, 287 undergraduate students endorsed symptoms of depression (Beck Depression Inventory [BDI] ≥ 13) and filled out the following self-report measures: demographic questionnaire, BDI, Anxiety Symptom Questionnaire—intensity and frequency (ASQ), Beck Hopelessness Scale (BHS), Beck Anxiety Inventory (BAI), Quality of Life Enjoyment and Satisfaction Questionnaire (QLESQ), and the Massachusetts General Hospital Cognitive and Physical Functioning Questionnaire (CPFQ). SD was measured using the BDI sleep item #16 dichotomized (score 0: no SD; or score > 0: some SD). Results Students with depressive symptoms and SD (n = 220), compared to those without SD (n = 67), endorsed significantly more intense and frequent anxiety and poorer cognitive and physical functioning. Students with depressive symptoms with and without SD did not significantly differ in depressive severity, hopelessness, or quality of life. Conclusions College students with depressive symptoms with SD may experience a greater burden of comorbid anxiety symptoms and hyperarousal, and may have impairments in functioning, compared to students with depressive symptoms without SD. These findings require replication. Depression and Anxiety 00:1–8, 2013. PMID:23681944

  19. Anxiety and depression in medical students related to desire for and expectations from a medical career.

    PubMed

    Karaoglu, N; Seker, M

    2010-03-01

    In this article, we aimed to analyse the anxiety and depression levels of medical student's related to their desire for a career in medicine and expectations from that career. In a cross-sectional design, students from the first two years of medical school filled-out a questionnaire consisting of demographics, Hospital Anxiety and Depression Scales (HADS) and questions about their medical career decision. The mean anxiety score was 7.66 +/- 3.21 and the mean depression score was 5.77 +/- 3.45. According to cut-off levels, 20.3% of medical students had anxiety, 29.3% had depressive symptoms. Males and second year students had significantly high levels of depression (p < 0.05). Students who were pressured to become doctors and who expected to gain much money were both more anxious and more depressed (p < 0.05). External pressures, desire to become a medical doctor and expectations from a medical education have significant effects on anxiety and depression levels of medical students. Guidance for affected students is important and this is the responsibility of medical educators and faculties.

  20. Parental bonding and anxiety: differences between African American and European American college students.

    PubMed

    Carter, M M; Sbrocco, T; Lewis, E L; Friedman, E K

    2001-01-01

    Empirical evidence suggests that early home environments characterized by low care and high overprotection are positively associated with the adult expression of anxiety. While available evidence supports this position for European Americans, there has been no examination of the relationship between perceived parental rearing practices and anxiety among African Americans despite the theoretical assertion that African American parenting environments may be characterized as somewhat more overprotective than European Americans. This study investigated the relationship between maternal rearing patterns and trait and state measures of anxiety and depression among a sample of 59 African American and 55 European American college students. Results indicated that both groups reported similar levels of anxiety, depression, perceived care, and perceived overprotection. European Americans exhibited the typical pattern of a negative relationship between anxiety, depression, and care and a positive relationship between anxiety and overprotection. African Americans evidenced a similar negative relationship between anxiety, depression, and care, but no relationship between anxiety, depression, and overprotection. Furthermore, specific aspects of ethnic identity (i.e., ethnic achievement, ethnic behaviors) were found to be negatively associated with measures of trait anxiety among African Americans but not European Americans.

  1. Alexithymia and personality in relation to social anxiety among university students.

    PubMed

    Dalbudak, Ercan; Evren, Cuneyt; Aldemir, Secil; Coskun, Kerem Senol; Yıldırım, Fatma Gul; Ugurlu, Hilal

    2013-09-30

    The aims of the present study were to investigate the relationship of social anxiety symptoms with alexithymia and personality dimensions in university students and to control the effects of depression and anxiety on this relationship. A total of 319 university students (85 males and 234 females) from two different universities in Ankara were investigated with the Liebowitz Social Anxiety Scale (LSAS), the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), the Toronto Alexithymia Scale (TAS-20) and the Temperament and Character Inventory (TCI). We found that subscales of the LSAS (fear or anxiety and avoidance) were positively correlated with depression and alexithymia and "difficulty in identifying feelings" (DIF) and "difficulty in describing feelings" (DDF) subscales of the TAS-20. Harm avoidance (HA) showed positive correlations with subscales of the LSAS, whereas self-directedness (SD) showed negative correlations with these subscales. High TAS-20 DDFand HA and low SD predicted fear or anxiety LSAS subscale scores, whereas high TAS-20 DDF, HA and depression scores were predictors for LSAS avoidance subscale scores. Although our sample is not representative of the whole Turkish university student population, we conclude that both fear or anxiety and avoidance were mainly interrelated with DDF and HA, although the causal relationship is not clear.

  2. Relationship of smartphone use severity with sleep quality, depression, and anxiety in university students.

    PubMed

    Demirci, Kadir; Akgönül, Mehmet; Akpinar, Abdullah

    2015-06-01

    The usage of smartphones has increased rapidly in recent years, and this has brought about addiction. The aim of the current study was to investigate the relationship between smartphone use severity and sleep quality, depression, and anxiety in university students. In total, 319 university students (203 females and 116 males; mean age = 20.5 ± 2.45) were included in the study. Participants were divided into the following three groups: a smartphone non-user group (n = 71, 22.3%), a low smartphone use group (n = 121, 37.9%), and a high smartphone use group (n = 127, 39.8%). All participants were evaluated using the Pittsburgh Sleep Quality Index, Beck Depression Inventory, Beck Anxiety Inventory; moreover, participants other than those in the smartphone non-user group were also assessed with the Smartphone Addiction Scale. The findings revealed that the Smartphone Addiction Scale scores of females were significantly higher than those of males. Depression, anxiety, and daytime dysfunction scores were higher in the high smartphone use group than in the low smartphone use group. Positive correlations were found between the Smartphone Addiction Scale scores and depression levels, anxiety levels, and some sleep quality scores. The results indicate that depression, anxiety, and sleep quality may be associated with smartphone overuse. Such overuse may lead to depression and/or anxiety, which can in turn result in sleep problems. University students with high depression and anxiety scores should be carefully monitored for smartphone addiction.

  3. Relationship of Smartphone Use Severity with Sleep Quality, Depression, and Anxiety in University Students

    PubMed Central

    Demi̇rci̇, Kadi̇r; Akgönül, Mehmet; Akpinar, Abdullah

    2015-01-01

    Background and Aims The usage of smartphones has increased rapidly in recent years, and this has brought about addiction. The aim of the current study was to investigate the relationship between smartphone use severity and sleep quality, depression, and anxiety in university students. Methods In total, 319 university students (203 females and 116 males; mean age = 20.5 ± 2.45) were included in the study. Participants were divided into the following three groups: a smartphone non-user group (n = 71, 22.3%), a low smartphone use group (n = 121, 37.9%), and a high smartphone use group (n = 127, 39.8%). All participants were evaluated using the Pittsburgh Sleep Quality Index, Beck Depression Inventory, Beck Anxiety Inventory; moreover, participants other than those in the smartphone non-user group were also assessed with the Smartphone Addiction Scale. Results The findings revealed that the Smartphone Addiction Scale scores of females were significantly higher than those of males. Depression, anxiety, and daytime dysfunction scores were higher in the high smartphone use group than in the low smartphone use group. Positive correlations were found between the Smartphone Addiction Scale scores and depression levels, anxiety levels, and some sleep quality scores. Conclusion The results indicate that depression, anxiety, and sleep quality may be associated with smartphone overuse. Such overuse may lead to depression and/or anxiety, which can in turn result in sleep problems. University students with high depression and anxiety scores should be carefully monitored for smartphone addiction. PMID:26132913

  4. Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran

    PubMed Central

    Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

    2017-01-01

    Introduction Time management skills are essential for nursing students’ success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. Methods This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Results Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students’ TMQ scores and the state anxiety (r= −0.282, p< 0.001) and trait anxiety scores (r= −0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students’ TMQ scores and AMS scores (r= 0.279, p< 0.001). Conclusion Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students. PMID:28243424

  5. The impact of dental appearance and anxiety on self-esteem in adult orthodontic patients.

    PubMed

    Romero-Maroto, M; Santos-Puerta, N; González Olmo, M J; Peñacoba-Puente, C

    2015-08-01

    To analyse the relationship between different dimensions of dental appearance impact and self-esteem in adult patients undergoing orthodontic treatment, with special attention to the possible mediating role of anxiety. A quasi-experimental design was used with a matched control group (without orthodontic treatment). In each group (experimental and control), there were 85 patients. The impact of dental appearance was measured using the Psychosocial Impact of Dental Aesthetics Questionnaire (PIDAQ). State anxiety was assessed with the State Anxiety Inventory (STAI-S) and self-esteem with Rosenberg's self-esteem scale. In both groups (experimental and control), self-esteem correlates negatively, ranging between 0.26 and 0.43, with all dimensions of dental appearance impact (except for the positive dental self-confidence dimension, where all correlations were positive). Anxiety correlates positively, ranges between 0.35 and 0.44, with social impact, psychological impact and aesthetic concern, although it maintains no significant correlations with dental self-confidence. Nevertheless, in patients undergoing orthodontic treatment, anxiety plays a mediating role between dental impact dimensions and self-esteem, whilst for the control group anxiety only plays a mediator role between psychological impact and self-esteem. Anxiety plays a fundamental role in the effect of perceived dental impact on self-esteem in adult patients undergoing orthodontic treatment. These results have important practical implications for the design of bio-psycho-social intervention programs that contemplate cognitive-affective variables as an essential part of orthodontic treatment in adults. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. Academic self-concept, learning motivation, and test anxiety of the underestimated student.

    PubMed

    Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

    2011-03-01

    BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students.

  7. The Psychometric Properties of PHQ-4 Depression and Anxiety Screening Scale Among College Students.

    PubMed

    Khubchandani, Jagdish; Brey, Rebecca; Kotecki, Jerome; Kleinfelder, JoAnn; Anderson, Jason

    2016-08-01

    Depression and anxiety are some of the most common causes of morbidity, social dysfunction, and reduced academic performance in college students. The combination of improved surveillance and access to care would result in better outreach. Brief screening tools can help reach larger populations of college students efficiently. However, reliability and validity of brief screeners for anxiety and depression have not been assessed in college students. Thus, the purpose of this study was to assess in a sample of college students the psychometric properties of PHQ-4, a brief screening tool for depression and anxiety. Undergraduate students were recruited from general education classes at a Midwestern university. Students were given a questionnaire that asked them whether they had been diagnosed by a doctor or health professional with anxiety or depression. Next, they were asked to respond to the items on the PHQ-4 scale. A total of 934 students responded to the survey (response rate=72%). Majority of the participants were females (63%) and Whites (80%). The internal reliability of PHQ-4 was found to be high (α=0.81). Those who were diagnosed with depression or anxiety had statistically significantly higher scores on PHQ-4 (p<0.01). Corrected item total correlations for PHQ-4 were between r=0.66 and r=0.80. PHQ-4 operating characteristics were estimated and area under the curve (AUC) values were 0.835 and 0.787, respectively for anxiety and depression. The PHQ-4 is a reliable and valid tool that can serve as a mass screener for depression and anxiety in young adults. Widespread implementation of this screening tool should be explored across college campuses. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. Stress, anxiety, and depression among medical students in a multiethnic setting.

    PubMed

    Kulsoom, Bibi; Afsar, Nasir Ali

    2015-01-01

    Contemporary literature suggests that medical education might adversely affect students' mental health. Alfaisal University in Riyadh, Saudi Arabia is a developing institution; hence, there has been a concern regarding the mental well-being of the students. This study was designed to assess the traits of depression, anxiety, and stress among students in relation to potential underlying reasons. All 575 medical students across the 5 years of study participated by filling out the Depression, Anxiety, and Stress Scale-21 (DASS-21) questionnaire anonymously twice. Firstly, 2-3 weeks before a major examination (pre-examination), and secondly, during regular classes (post-examination). Correlation was sought regarding sex, year of scholarship, attendance of a premedical university preparatory program (UPP), housing, and smoking. Subjective comments from students were also obtained. A total of 76.8% and 74.9% of students participated in pre-and post-examination groups, respectively. The majority were the children of expatriate workers in Saudi Arabia, and included Arabs, South Asians, and North Americans. Prevalence of depression, anxiety, and stress was high (43%, 63%, and 41%, respectively) which reduced (to 30%, 47%, and 30%, respectively) to some extent after examinations. Saudis and those who had attended UPP had higher DASS-21 scores. Smoking and female sex predicted higher levels of "baseline" depression, anxiety, or stress. The students perceived the curriculum and schedule to be the primary causes of their high DASS-21 scores. The students had high "baseline" traits of depression, anxiety, and stress, and these were higher if an examination was near, especially among Saudis and those who had attended UPP. Smoking and female sex predicted higher levels of "baseline" depression, anxiety, or stress. Students suggested that study burden and a busy schedule were the major reasons for their high DASS-21 scores.

  9. Counting Better? An Examination of the Impact of Quantitative Method Teaching on Statistical Anxiety and Confidence

    ERIC Educational Resources Information Center

    Chamberlain, John Martyn; Hillier, John; Signoretta, Paola

    2015-01-01

    This article reports the results of research concerned with students' statistical anxiety and confidence to both complete and learn to complete statistical tasks. Data were collected at the beginning and end of a quantitative method statistics module. Students recognised the value of numeracy skills but felt they were not necessarily relevant for…

  10. Mediating the Impact of Technology Usage on Perceived Ease of Use by Anxiety

    ERIC Educational Resources Information Center

    Saade, Raafat George; Kira, Dennis

    2007-01-01

    Computerphobic adults including first-year university students have been reported to range from 25% to 50%. Although self-reported computer anxiety has reduced in the past decade, it continues to be a significant issue for many. This is especially true for students of today where the stakes are high when using computers for their course work.…

  11. A Study of the Relationship between Students' Anxiety and Test Performance on State-Mandated Assessments

    ERIC Educational Resources Information Center

    Hernandez, Rosalinda; Menchaca, Velma; Huerta, Jeffery

    2011-01-01

    This study examined whether relationships exist between Hispanic fourth-grade students' anxiety and test performance on a state-mandated writing assessment. Quantitative methodologies were employed by using test performance and survey data from 291 participants. While no significantly direct relationship exists between students' levels of anxiety…

  12. What are the Main Sources of Turkish EFL Students' Anxiety in Oral Practice?

    ERIC Educational Resources Information Center

    Subasi, Gonca

    2010-01-01

    This study was designed in order to investigate two potential sources of the anxiety of Turkish learners of English in oral practice:1) an individual student's fear of negative evaluation, and 2) his/her self-perceived speaking ability. A total of 55 first year students enrolling in Anadolu University, Education Faculty, ELT Department…

  13. Fearless Improvisation: A Pilot Study to Analyze String Students' Confidence, Anxiety, and Attitude toward Learning Improvisation

    ERIC Educational Resources Information Center

    Alexander, Michael L.

    2012-01-01

    The purpose of this study was to investigate the confidence, anxiety, and attitude of novice string student improvisers. A form of the Fennema-Sherman Mathematics Attitudes Scales, as modified for improvisation by Wehr-Flowers, was given to middle school and high school string students (N = 121) after their participation in a 4-month improvisation…

  14. Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception

    ERIC Educational Resources Information Center

    Kelly, Stephanie; Rice, Christopher; Wyatt, Bryce; Ducking, Johnny; Denton, Zachary

    2015-01-01

    There is global concern regarding the increased prevalence of math anxiety among college students, which is credited for a decrease in analytical degree completion rates and lower self-confidence among students in their ability to complete analytical tasks in the real world. The present study identified that, as expected, displays of instructional…

  15. High School Students' Time Management Skills in Relation to Research Anxiety

    ERIC Educational Resources Information Center

    Akcoltekin, Alpturk

    2015-01-01

    This study aimed to determine the opinions of high school students relating to time management and present a correlation of their time management skills with demographic variables, as well as examining the relation between their level of research anxiety and time management skills. The study group composed 270 12th-grade students (127 males and…

  16. Language Anxiety: Experiences of Chinese Graduate Students at U.S. Higher Institutions

    ERIC Educational Resources Information Center

    Cheng, Rui; Erben, Antony

    2012-01-01

    It is very common for Chinese graduate students to experience language anxiety in the U.S. higher institutions, yet the literature on this topic is limited. This research study focused on the influence of the length of stay in U.S. higher institutions, various programs, gender, and acculturation process on Chinese graduate students' language…

  17. The Efficacy of Instructional Strategy on Mathematics Achievement, Attitudes, and Anxiety Levels of Developmental Math Students

    ERIC Educational Resources Information Center

    Thomas-Browne, Carmen G.

    2009-01-01

    This dissertation investigated three instructional strategies in developmental math classes to determine if instructional strategy had a positive effect on student achievement, attitude towards mathematics, and anxiety level towards mathematics at a college in western Pennsylvania for students majoring in applied arts. The significance of this…

  18. Perceptions of College Students on Successful Strategies for Reducing Mathematics Anxiety

    ERIC Educational Resources Information Center

    Allen, Amelia Ann

    2011-01-01

    Despite more than 50 years of attempts to improve mathematics education and the simultaneous prevalence of fears associated with learning mathematics in the United States, the problem of mathematics anxiety among students still remains. This qualitative phenomenological study was focused on understanding college students' perceptions regarding the…

  19. Relationship between Nursing Students' Views about Web-Based Patient Education Course and Anxiety in Turkey

    ERIC Educational Resources Information Center

    Tasocak, Gülsün; Kaya, Hülya; Senyuva, Emine; Isik, Burçin; Bodur, Gönül

    2014-01-01

    The study was designed as descriptive and cross-sectional to determine the relation between students' views about web-based Patient Education course and anxiety. The study group consisted of all students registered the web-based Patient Education course (N: 148) at 2010-2011 semester at a nursing school. Data were collected using "Information…

  20. The Effect of Diffused Aromatherapy on Test Anxiety among Baccalaureate Nursing Students

    ERIC Educational Resources Information Center

    Johnson, Catherine E.

    2013-01-01

    A quantitative, randomized, pretest, posttest study was conducted to assess the effect of aromatherapy on cognitive test anxiety among nursing students. Sophomore nursing students (n = 39) from a private, 4-year college, were randomized into either the control group (n = 18) or the experimental group (n = 21). Each participant completed the…

  1. The Efficacy of Instructional Strategy on Mathematics Achievement, Attitudes, and Anxiety Levels of Developmental Math Students

    ERIC Educational Resources Information Center

    Thomas-Browne, Carmen G.

    2009-01-01

    This dissertation investigated three instructional strategies in developmental math classes to determine if instructional strategy had a positive effect on student achievement, attitude towards mathematics, and anxiety level towards mathematics at a college in western Pennsylvania for students majoring in applied arts. The significance of this…

  2. Why Graduate Students Can't Write: Implications of Research on Writing Anxiety for Graduate Education.

    ERIC Educational Resources Information Center

    Bloom, Lynn Z.

    A major cause of writing anxiety among graduate students is their previous academic success. Graduate students are also plagued by their multiple roles and ambiguous situations, the mixture of dependence and independence, and freedom and responsiblity--all of which create tensions and problems particular to their writing. Graduate schools can…

  3. Investigation of High School Students' Attitude and Anxiety Levels towards Mathematics in Terms of Some Variables

    ERIC Educational Resources Information Center

    Dursun, Semsettin

    2015-01-01

    The purpose of this study was to investigate Turkish high school students' attitude and anxiety levels towards mathematics. For this purpose, the methodology employed in this study was a descriptive study. The participants of the study consisted of 361 high school students from three different high school types from a province in Turkey during…

  4. Physical and Physiological Correlates of Social Physique Anxiety in College Students

    ERIC Educational Resources Information Center

    Yaman, Çetin

    2017-01-01

    The purpose of the present study was to explore the relationship among social physique anxiety, physical measures such as body fat and physical self-concept. 367 (226 male and 141 female) college students ranging in age from 21 to 33 participated in the study. Participants were randomly chosen among the healthy students without any metabolic and…

  5. A Simple Hypnotic Approach to Treat Test Anxiety in Medical Students and Residents.

    ERIC Educational Resources Information Center

    Hebert, Stephen W.

    1984-01-01

    A simple hypnotic procedure to treat test anxiety is described that was used successfully with medical students and residents at the Wake Forest University Medical Center. A light trace is obtained and then the student is told to take such a hypnotic "journey" the evening prior to the test. (MLW)

  6. The Relationship between Test Anxiety, Epistemological Beliefs and Problem Solving among Students

    ERIC Educational Resources Information Center

    Mehdinezhad, Vali; Bamari, Zeinab

    2015-01-01

    The purpose of this study was to investigate the test anxiety, epistemological beliefs and problem solving among students. The target population of the current research was all the students of University of Sistan and Baluchestan in the academic year 2013-2014 and the number of the sample was 375. They were selected using a classified and simple…

  7. Test Anxiety Prevalence and Gender Differences in a Sample of English Secondary School Students

    ERIC Educational Resources Information Center

    Putwain, Dave; Daly, Anthony L.

    2014-01-01

    The aim of this study was to estimate the proportion of students who report themselves as highly test anxious in a sample of English secondary schools and whether this proportion differed by gender. Self-report test anxiety data were collected from 2435 secondary school students in 11 schools. Results showed that 16.4% of the sample reported…

  8. The Effect of Diffused Aromatherapy on Test Anxiety among Baccalaureate Nursing Students

    ERIC Educational Resources Information Center

    Johnson, Catherine E.

    2013-01-01

    A quantitative, randomized, pretest, posttest study was conducted to assess the effect of aromatherapy on cognitive test anxiety among nursing students. Sophomore nursing students (n = 39) from a private, 4-year college, were randomized into either the control group (n = 18) or the experimental group (n = 21). Each participant completed the…

  9. Fearless Improvisation: A Pilot Study to Analyze String Students' Confidence, Anxiety, and Attitude toward Learning Improvisation

    ERIC Educational Resources Information Center

    Alexander, Michael L.

    2012-01-01

    The purpose of this study was to investigate the confidence, anxiety, and attitude of novice string student improvisers. A form of the Fennema-Sherman Mathematics Attitudes Scales, as modified for improvisation by Wehr-Flowers, was given to middle school and high school string students (N = 121) after their participation in a 4-month improvisation…

  10. Test Anxiety Prevalence and Gender Differences in a Sample of English Secondary School Students

    ERIC Educational Resources Information Center

    Putwain, Dave; Daly, Anthony L.

    2014-01-01

    The aim of this study was to estimate the proportion of students who report themselves as highly test anxious in a sample of English secondary schools and whether this proportion differed by gender. Self-report test anxiety data were collected from 2435 secondary school students in 11 schools. Results showed that 16.4% of the sample reported…

  11. Influence of Computer Anxiety and Knowledge on Computer Utilization of Senior Secondary School Students

    ERIC Educational Resources Information Center

    Olatoye, Rafiu Ademola

    2009-01-01

    Introduction: The increase in computer usage is rapid and has also generated new challenges. This study investigated the influence of computer anxiety and knowledge on computer utilization among senior secondary school students in Ogun State, Nigeria. Method: A sample of four hundred students randomly selected from twenty secondary schools…

  12. Effects of a Collaborative Science Intervention on High Achieving Students' Learning Anxiety and Attitudes toward Science

    ERIC Educational Resources Information Center

    Hong, Zuway-R.

    2010-01-01

    This study investigated the effects of a collaborative science intervention on high achieving students' learning anxiety and attitudes toward science. Thirty-seven eighth-grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20-week collaborative science intervention, which integrated and utilized…

  13. Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention

    ERIC Educational Resources Information Center

    Donato, Jeanne M.

    2009-01-01

    This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

  14. The Relative Effectiveness of Systematic Desensitization and Hypnosis in Alleviating Test Anxiety in Community College Students.

    ERIC Educational Resources Information Center

    Simmons, Roy D., Jr.

    In order to determine whether or not systematic desensitization or hypnosis have any effect in alleviating the test anxiety of community college students, 30 Massasoit Community College student volunteers were matched for GPA and assigned to one of three treatment groups: (1) a systematic desensitization group, in which subjects listened to tape…

  15. A Simple Hypnotic Approach to Treat Test Anxiety in Medical Students and Residents.

    ERIC Educational Resources Information Center

    Hebert, Stephen W.

    1984-01-01

    A simple hypnotic procedure to treat test anxiety is described that was used successfully with medical students and residents at the Wake Forest University Medical Center. A light trace is obtained and then the student is told to take such a hypnotic "journey" the evening prior to the test. (MLW)

  16. The Role of Perceived Parental Over-Involvement in Student Test Anxiety

    ERIC Educational Resources Information Center

    Shadach, Eran; Ganor-Miller, Orit

    2013-01-01

    The effects of perceived parental over-involvement on students' level of test anxiety were examined in two studies. In study 1, parental over-involvement scale was developed. The sample comprised 105 male and female undergraduate college students between the ages of 21 and 26. The scale contained two aspects of parental over-involvement: parental…

  17. Stress, anxiety and depression among medical undergraduate students and their socio-demographic correlates.

    PubMed

    Iqbal, Shawaz; Gupta, Sandhya; Venkatarao, E

    2015-03-01

    Presence of psychological morbidity in medical undergraduate students has been reported from various countries across the world. Indian studies to document this burden are very few. Therefore, the presence of depression, anxiety and stress among medical undergraduate students was assessed using a previously validated and standardized instrument, Depression Anxiety Stress Scale (DASS 42) and the associations with their socio-demographic and personal characteristics were identified. In a cross-sectional survey, a self-administered, pre-designed, pre-tested anonymous questionnaire including DASS 42 was used to collect information on basic socio-demographic (age, gender, semester) and personal characteristics (alcohol and tobacco use, academic performance). All students present on the day of survey were contacted for participation after obtaining informed written consent. Scores for each of the respondents over each of the sub-scales (Depression, Anxiety and Stress) were calculated as per the severity-rating index. More than half of the respondents were affected by depression (51.3%), anxiety (66.9%) and stress (53%). Morbidity was found to be more in 5 th semester students rather than students of 2 nd semester. Females reported higher score as compared to their male counterparts. Perception of self assessment in academics was strongly associated with the higher score. A substantial proportion of medical undergraduate students was found to be depressed, anxious and stressed revealing a neglected area of the students' psychology requiring urgent attention. Student counselling services need to be made available and accessible to curb this morbidity.

  18. Reducing Test Anxiety and Improving Academic Performance in Fourth Grade Students: Exploring an Intervention

    ERIC Educational Resources Information Center

    Donato, Jeanne M.

    2009-01-01

    This quantitative study investigated the effectiveness of a teacher-implemented intervention of eight sessions integrated into an existing curriculum to reduce test anxiety and improve academic performance in fourth grade students. The experimental group, n=23 was drawn from a sample of 64 students in a southwestern Rhode Island public school…

  19. Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception

    ERIC Educational Resources Information Center

    Kelly, Stephanie; Rice, Christopher; Wyatt, Bryce; Ducking, Johnny; Denton, Zachary

    2015-01-01

    There is global concern regarding the increased prevalence of math anxiety among college students, which is credited for a decrease in analytical degree completion rates and lower self-confidence among students in their ability to complete analytical tasks in the real world. The present study identified that, as expected, displays of instructional…

  20. Influence of Computer Anxiety and Knowledge on Computer Utilization of Senior Secondary School Students

    ERIC Educational Resources Information Center

    Olatoye, Rafiu Ademola

    2009-01-01

    Introduction: The increase in computer usage is rapid and has also generated new challenges. This study investigated the influence of computer anxiety and knowledge on computer utilization among senior secondary school students in Ogun State, Nigeria. Method: A sample of four hundred students randomly selected from twenty secondary schools…

  1. Relationship between Study Habits and Test Anxiety of Higher Secondary Students

    ERIC Educational Resources Information Center

    Lawrence, Arul A. S.

    2014-01-01

    The present study aims to probe the relationship between study habits and test anxiety of higher secondary students. In this normative study survey method was employed. The population for the present study consisted of higher secondary students studying in Tirunelveli district. The investigator used the simple random sampling technique. The sample…

  2. Measuring Social Anxiety in College Students: A Comprehensive Evaluation of the Psychometric Properties of the SPAI-23

    ERIC Educational Resources Information Center

    Schry, Amie R.; Roberson-Nay, Roxann; White, Susan W.

    2012-01-01

    Social anxiety disorder (SAD) is 1 of the most prevalent psychological disorders, and among college students in particular, social anxiety has been associated with other problems such as substance use problems and increased vulnerability to other psychiatric disorders. The Social Phobia and Anxiety Inventory-23 (SPAI-23; Roberson-Nay, Strong, Nay,…

  3. The Efficacy of Eye Movement Desensitization and Reprocessing Therapy Technique in the Treatment of Test Anxiety of College Students.

    ERIC Educational Resources Information Center

    Enright, Matthew; Baldo, Tracy D.; Wykes, Scott D.

    2000-01-01

    Explores the efficacy of eye movement desensitization and reprocessing (EMDR) in the treatment of test anxiety. Thirty-five college students with test anxiety were assigned to either a treatment or delayed treatment control group. EMDR was shown to be effective in reducing overall test anxiety as well as "emotionality" and…

  4. Measuring Social Anxiety in College Students: A Comprehensive Evaluation of the Psychometric Properties of the SPAI-23

    ERIC Educational Resources Information Center

    Schry, Amie R.; Roberson-Nay, Roxann; White, Susan W.

    2012-01-01

    Social anxiety disorder (SAD) is 1 of the most prevalent psychological disorders, and among college students in particular, social anxiety has been associated with other problems such as substance use problems and increased vulnerability to other psychiatric disorders. The Social Phobia and Anxiety Inventory-23 (SPAI-23; Roberson-Nay, Strong, Nay,…

  5. The Efficacy of Eye Movement Desensitization and Reprocessing Therapy Technique in the Treatment of Test Anxiety of College Students.

    ERIC Educational Resources Information Center

    Enright, Matthew; Baldo, Tracy D.; Wykes, Scott D.

    2000-01-01

    Explores the efficacy of eye movement desensitization and reprocessing (EMDR) in the treatment of test anxiety. Thirty-five college students with test anxiety were assigned to either a treatment or delayed treatment control group. EMDR was shown to be effective in reducing overall test anxiety as well as "emotionality" and…

  6. Insomnia and Relationship with Anxiety in University Students: A Cross-Sectional Designed Study

    PubMed Central

    Choueiry, Nour; Salamoun, Tracy; Jabbour, Hicham; El Osta, Nada; Hajj, Aline; Rabbaa Khabbaz, Lydia

    2016-01-01

    Purpose Sleep disorders (SDs) are now recognized as a public health concern with considerable psychiatric and societal consequences specifically on the academic life of students. The aims of this study were to assess SDs in a group of university students in Lebanon and to examine the relationship between SDs and anxiety. Methods An observational cross-sectional study was conducted at Saint-Joseph University, Lebanon, during the academic year 2013–2014. Four questionnaires were face-to-face administered to 462 students after obtaining their written consent: Insomnia Severity Index (ISI), Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), and Generalized Anxiety Disorder 7-item scale (GAD-7). Results The prevalence of clinically significant insomnia was 10.6% (95% CI: 7.8–13.4%), more frequent in first year students. ISI mean score was 10.06 (SD = 3.76). 37.1% of the participants were poor sleepers. Excessive daytime sleepiness (EDS) and poor sleep were significantly more frequent among participants with clinical insomnia (p = 0.031 and 0.001 respectively). Clinically significant anxiety was more frequent in students suffering from clinical insomnia (p = 0.006) and in poor sleepers (p = 0.003). 50.8% of the participants with clinically significant anxiety presented EDS versus 30.9% of those with no clinically significant anxiety (p<0.0001). Conclusions The magnitude of SDs in this sample of Lebanese university students demonstrate the importance of examining sleep health in this population. Moreover, the link between SD and anxiety reminds us of the importance of treating anxiety as soon as detected and not simply targeting the reduction of sleep problems. PMID:26900686

  7. Insomnia and Relationship with Anxiety in University Students: A Cross-Sectional Designed Study.

    PubMed

    Choueiry, Nour; Salamoun, Tracy; Jabbour, Hicham; El Osta, Nada; Hajj, Aline; Rabbaa Khabbaz, Lydia

    2016-01-01

    Sleep disorders (SDs) are now recognized as a public health concern with considerable psychiatric and societal consequences specifically on the academic life of students. The aims of this study were to assess SDs in a group of university students in Lebanon and to examine the relationship between SDs and anxiety. An observational cross-sectional study was conducted at Saint-Joseph University, Lebanon, during the academic year 2013-2014. Four questionnaires were face-to-face administered to 462 students after obtaining their written consent: Insomnia Severity Index (ISI), Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), and Generalized Anxiety Disorder 7-item scale (GAD-7). The prevalence of clinically significant insomnia was 10.6% (95% CI: 7.8-13.4%), more frequent in first year students. ISI mean score was 10.06 (SD = 3.76). 37.1% of the participants were poor sleepers. Excessive daytime sleepiness (EDS) and poor sleep were significantly more frequent among participants with clinical insomnia (p = 0.031 and 0.001 respectively). Clinically significant anxiety was more frequent in students suffering from clinical insomnia (p = 0.006) and in poor sleepers (p = 0.003). 50.8% of the participants with clinically significant anxiety presented EDS versus 30.9% of those with no clinically significant anxiety (p<0.0001). The magnitude of SDs in this sample of Lebanese university students demonstrate the importance of examining sleep health in this population. Moreover, the link between SD and anxiety reminds us of the importance of treating anxiety as soon as detected and not simply targeting the reduction of sleep problems.

  8. The effect of emotional freedom technique on stress and anxiety in nursing students: A pilot study.

    PubMed

    Patterson, Susan Librizzi

    2016-05-01

    Stress and anxiety have been identified as significant issues experienced by student nurses during their education. Some studies have suggested that the stress experienced by nursing students is greater than that experienced by medical students, other non-nursing healthcare students, degreed nurses, and the female population in general. A recently introduced energy type therapy, emotional freedom technique (EFT), has shown some success in reducing symptoms of anxiety, stress, and fear in a variety of settings. The purpose of this study was to determine the efficacy of EFT in decreasing anxiety and stress as a potential intervention to assist students in stress management. The study used a mixed method design of both qualitative and quantitative measures. Quantitatively, in a one group pretest-posttest design, participants received group instruction in the technique and were encouraged to repeat it daily. Self-reported anxiety was measured at baseline, and then weekly for four weeks using the Perceived Stress Scale (PSS) and the State-Trait Anxiety Inventory (STAI). The qualitative survey was completed by participants at the end of the study in order to capture a more subjective experience. The pilot study was conducted in a two-year college in the southeastern region of the United States. All enrolled nursing students in an associate degree nursing program were invited to participate. Participation was voluntary, resulting in an original convenience sample of thirty-nine nursing students (N=39). Data collection instruments included a demographic questionnaire, pretest State-Trait Anxiety Inventory (STAI) and Perceived Stress Scale (PSS). A qualitative questionnaire was also administered at the end of the four weeks. STAI and PSS were administered weekly. Data analysis using RMANOVA was performed at the second, third and the fourth week. Decreases in anxiety as measured on both the STAI and PSS were statistically significant (p=.05). For PSS, STAI state and trait

  9. Study of Depression, Anxiety and Stress among the Medical Students in two Medical Colleges of Nepal.

    PubMed

    Kunwar, D; Risal, A; Koirala, S

    2016-01-01

    Background Medical education is intended to prepare graduates for a promoting health and caring for the sick. Medical students are confronted with significant academic, psychological and existential stressors. There is insufficient information regarding psychological morbidity among Nepalese medical students. Objective To determine the prevalence of depression, anxiety and stress, among the medical students in Nepal, and its association with sociodemographic characteristics. Method A cross-sectional questionnaire based study was conducted including all students from first to fifth year of student using convenience method of sampling from Kathmandu University Medical School (KUSMS), Dhulikhel and Manipal College of Medical Sciences (MCOMS), Pokhara, Nepal. Depression, Anxiety and stress were assessed using Depression Anxiety and Stress Scale (DASS). Additional questions regarding demographic variables were also included in the survey. Data analysis was done on Statistical Package for the Social Sciences SPSS version 16. Result A total of 538 students participated in the study giving a response rate of 89.6%. Aamong them 56.5% were from age group 21-25 years, 42.2% were below 20 years and only 1.3% were above 25 years of age. Among them 52% were female and 48% were male. Our study found that the overall prevalence of depression was 29.9%, anxiety was 41.1% and stress was 27% among all participated medical students. Depression was significantly associated (OR 2.23, 95% CI 1.43-3.47, p<0.001) with living condition (living in hostel or rented house). Conclusion The higher level of psychiatric morbidity depression 29.9%, anxiety 41.1% and stress 27% among undergraduate medical students warrants needs for strategic plans to alleviate depression anxiety and the stressors right from the time they join medical school and has to be continued till they finish the course.

  10. The Association Between Muslim Religiosity and Young Adult College Students' Depression, Anxiety, and Stress.

    PubMed

    Nadeem, Mohammad; Ali, Akhtar; Buzdar, Muhammad Ayub

    2017-01-03

    Depression, anxiety, and stress are among major psychological disorders being predominant in present day. This study proposed to analyze the role of Muslim religiosity in male students showing these mental indications. A sample including 723 Pakistani young adults enrolled at college level was randomly chosen. Muslim Religiosity Measurement Scale and Depression, Anxiety and Stress Scale were utilized to gather information. Discoveries uncover an inverse relationship between conduct and affiliation with the symptoms of mental disorders, anxiety and stress among the respondents. Results bolster the incorporation of religious dimensions in psychological wellness and mental well-being thought of young adults in Pakistan.

  11. Relationship between perfectionism and social physique anxiety among male and female college student exercisers.

    PubMed

    Anshel, Mark H; Seipel, Scott J

    2007-06-01

    The purpose of this study was to examine the relationships between two constructs, social physique anxiety and perfectionism, both conceptually linked to exercise behavior. A secondary purpose was to examine sex differences. Men (n = 80) and women (n = 106) university students who exercised regularly at the campus fitness center completed the Brief Multiple Perfectionism Scale and the Social Physique Anxiety Scale immediately prior to their exercise session. A small but significant correlation was found between the two measures through the Brief Multiple Perfectionism Scale Doubts about Actions. It was concluded that the overall relationship between social physique anxiety and perfectionism is weak.

  12. Health-related internet habits and health anxiety in university students.

    PubMed

    Singh, Karmpaul; Brown, Richard J

    2014-01-01

    Health-related Internet use has grown rapidly, yet little research has considered how health anxious individuals use the Internet for this purpose. Our aim was to examine the relationships between health anxiety and the extent of, reasons for, and consequences of health-related Internet usage in university students (n = 255). Responses on a purpose-made Internet use questionnaire were correlated with health anxiety scores; multiple regression analyses controlling for depression and anxiety were also conducted. Health anxiety positively correlated with (all ps < .01): frequency of health-related searching (r(s) = .163), proportion of health-related information sought (r(s) = .200), time spent online for health purposes (r(s) = .166), and number of searches for both illness (r(s) = .453) and wellness (r(s) = .208) information. Health anxiety further positively correlated with advantages perceived in health-related Internet use (r(s) = .183), heightened tension (r(s) = .364) and relief (r(s) = .174) post-search, and perceived doctor disadvantages (r(s) = .306), yet a greater likelihood to visit a doctor post-search (r(s) = .217). Health anxiety also correlated with six measures of possible addiction to using the Internet for health purposes (r(s) range = .171 to .366, all ps < .01). Some (including several potentially dysfunctional) aspects of health-related Internet use correlate with health anxiety. Research evaluating the possible role of Internet use in the development and maintenance of health anxiety is warranted.

  13. Factors associated with medical student test anxiety in objective structured clinical examinations: a preliminary study

    PubMed Central

    2016-01-01

    Objectives To investigate attributes of medical students associated with their test anxiety on Objective Structured Clinical Examinations (OSCEs). Methods A cross-sectional study using a self-administered questionnaire was conducted of all Year 3 and 4 students at a private medical school in South Korea in 2014. This 53-item questionnaire consisted of factors pertaining to test anxiety on the OSCE identified from a review of relevant literature, which included students’ motivational beliefs and achievement emotions, perceived values of the OSCE, and attitude and orientation towards patients. Participants’ test anxiety levels were measured using the Korean Achievement Emotions Questionnaire. Participants rated their responses using a five-point Likert-type scale. Univariate analysis was performed to examine relationships between the variables. Results A total of 94 students completed the questionnaire (a 93% response rate). No differences in the participants’ test anxiety scores were observed across genders, entry-levels, or years in medical school. Participants’ test anxiety on the OSCE showed moderate association with their class-related achievement emotions (i.e., anxiety and boredom), where r = 0.46 and 0.32, p < 0.01, respectively, and weak negative associations with their patient-centeredness (r = -0.21, p < 0.05) and with their perceived values of the OSCE (r = -0.21, p < 0.05). Conclusions This study found some non-cognitive factors related to medical students’ test anxiety on the OSCE. These findings have implications for developing effective educational interventions for helping students cope with such a stress by enhancing our understanding of the various factors that influence their test anxiety in OSCEs. PMID:28035056

  14. The impact of anxiety upon cognition: perspectives from human threat of shock studies

    PubMed Central

    Robinson, Oliver J.; Vytal, Katherine; Cornwell, Brian R.; Grillon, Christian

    2013-01-01

    Anxiety disorders constitute a sizeable worldwide health burden with profound social and economic consequences. The symptoms are wide-ranging; from hyperarousal to difficulties with concentrating. This latter effect falls under the broad category of altered cognitive performance which is the focus of this review. Specifically, we examine the interaction between anxiety and cognition focusing on the translational threat of unpredictable shock paradigm; a method previously used to characterize emotional responses and defensive mechanisms that is now emerging as valuable tool for examining the interaction between anxiety and cognition. In particular, we compare the impact of threat of shock on cognition in humans to that of pathological anxiety disorders. We highlight that both threat of shock and anxiety disorders promote mechanisms associated with harm avoidance across multiple levels of cognition (from perception to attention to learning and executive function)—a “hot” cognitive function which can be both adaptive and maladaptive depending upon the circumstances. This mechanism comes at a cost to other functions such as working memory, but leaves some functions, such as planning, unperturbed. We also highlight a number of cognitive effects that differ across anxiety disorders and threat of shock. These discrepant effects are largely seen in “cold” cognitive functions involving control mechanisms and may reveal boundaries between adaptive (e.g., response to threat) and maladaptive (e.g., pathological) anxiety. We conclude by raising a number of unresolved questions regarding the role of anxiety in cognition that may provide fruitful avenues for future research. PMID:23730279

  15. Impact of anxiety and depression on disease control and quality of life in asthma patients.

    PubMed

    Urrutia, Isabel; Aguirre, Urko; Pascual, Silvia; Esteban, Cristóbal; Ballaz, Aitor; Arrizubieta, Itziar; Larrea, Iñaki

    2012-03-01

    Patients with asthma also tend to have anxiety and depression. These comorbidities may affect asthma control and quality of life. The objective of this study was to assess the impact of anxiety and depression on asthma control and quality of life. Cross-sectional study of asthma outpatients was conducted at two hospitals in the Basque Country (northern Spain). Data collected included sociodemographic variables, asthma symptoms, treatment, number of exacerbations, level of control, quality of life, presence of psychological morbidities, and level of physical activity. Spirometry was performed in accordance with the recommendations of the Spanish Society of Pneumology and Thoracic Surgery. Among 354 asthmatics, 77% had poor or partial control of their condition, 31% had anxiety alone, 2% had depression alone, and 10% had anxiety plus depression. Poor asthma control was associated with anxiety plus depression (odds ratio (OR): 3.61; 95% confidence interval (CI): 1.05-12.41) as well as with female patients (OR: 1.85; 95% CI: 1.11-3.10). Anxiety had an independent effect on reduced quality of life across all domains; anxiety plus depression had an even greater effect. Among patients with asthma, anxiety and depression adversely affect asthma control and quality of life, raising the possibility that treating these psychological comorbidities could improve asthma control and quality of life.

  16. The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

    PubMed

    Khalaila, Rabia

    2015-03-01

    The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

  17. Fluoxetine treatment reverses the intergenerational impact of maternal separation on fear and anxiety behaviors.

    PubMed

    Xiong, Gui-Jing; Yang, Yuan; Cao, Jun; Mao, Rong-Rong; Xu, Lin

    2015-05-01

    Early life stress increases risks of fear and anxiety related disorders in adulthood, which may be alleviated by fluoxetine treatment. However, the intergenerational impacts of maternal separation (MS) on fear and anxiety behaviors from father to their offspring are little known. And the potential effects of fluoxetine treatment on the intergenerational transmission have not been well tested. Here, we investigated whether fluoxetine can reverse the intergenerational effects of MS on fear and anxiety behaviors. The first generation (F1) male rats were exposed to MS 3 h daily from postnatal day 2-14 and then treated with fluoxetine for four weeks during adulthood before fear conditioning. We found that maternal separation significantly impaired contextual fear extinction in F1 adult male rats but not in their second generation (F2). Although no obvious effects of MS on anxiety were observed in F1 male rats, the F2 offspring displayed a phenotype of low anxiety-like behaviors despite they were reared in normal condition. Fluoxetine treatment in F1 males not only reversed the impairment of fear extinction in F1 males but also the low anxiety-like behaviors in their F2 offspring. These findings highlight the intergenerational impacts of early life stress on fear and anxiety behaviors, and provide a new sight of the intergenerational effect of fluoxetine therapy for early life stress related mental problems.

  18. Tired and Apprehensive: Anxiety Amplifies the Impact of Sleep Loss on Aversive Brain Anticipation

    PubMed Central

    Goldstein, Andrea N.; Greer, Stephanie M.; Saletin, Jared M.; Harvey, Allison G.; Nitschke, Jack B.

    2013-01-01

    Anticipation is an adaptive process, aiding preparatory responses to potentially threatening events. However, excessive anticipatory responding and associated hyper-reactivity in the amygdala and insula are integral to anxiety disorders. Despite the co-occurrence of sleep disruption and anxiety disorders, the impact of sleep loss on affective anticipatory brain mechanisms, and the interaction with anxiety, remains unknown. Here, we demonstrate that sleep loss amplifies preemptive responding in the amygdala and anterior insula during affective anticipation in humans, especially for cues with high predictive certainty. Furthermore, trait anxiety significantly determined the degree of such neural vulnerability to sleep loss: individuals with highest trait anxiety showed the greatest increase in anticipatory insula activity when sleep deprived. Together, these data support a neuropathological model in which sleep disruption may contribute to the maintenance and/or exacerbation of anxiety through its impact on anticipatory brain function. They further raise the therapeutic possibility that targeted sleep restoration in anxiety may ameliorate excessive anticipatory responding and associated clinical symptomatology. PMID:23804084

  19. Tired and apprehensive: anxiety amplifies the impact of sleep loss on aversive brain anticipation.

    PubMed

    Goldstein, Andrea N; Greer, Stephanie M; Saletin, Jared M; Harvey, Allison G; Nitschke, Jack B; Walker, Matthew P

    2013-06-26

    Anticipation is an adaptive process, aiding preparatory responses to potentially threatening events. However, excessive anticipatory responding and associated hyper-reactivity in the amygdala and insula are integral to anxiety disorders. Despite the co-occurrence of sleep disruption and anxiety disorders, the impact of sleep loss on affective anticipatory brain mechanisms, and the interaction with anxiety, remains unknown. Here, we demonstrate that sleep loss amplifies preemptive responding in the amygdala and anterior insula during affective anticipation in humans, especially for cues with high predictive certainty. Furthermore, trait anxiety significantly determined the degree of such neural vulnerability to sleep loss: individuals with highest trait anxiety showed the greatest increase in anticipatory insula activity when sleep deprived. Together, these data support a neuropathological model in which sleep disruption may contribute to the maintenance and/or exacerbation of anxiety through its impact on anticipatory brain function. They further raise the therapeutic possibility that targeted sleep restoration in anxiety may ameliorate excessive anticipatory responding and associated clinical symptomatology.

  20. Predictors of developing mathematics anxiety among middle-school students: A 2-year prospective study.

    PubMed

    Madjar, Nir; Zalsman, Gil; Weizman, Abraham; Lev-Ran, Shaul; Shoval, Gal

    2016-12-04

    While there is an abundance of research pertaining to the development of anxiety disorders, there is still a dearth of knowledge regarding the development of anxiety in the general population. The objective of this study was to longitudinally explore the development of mathematics anxiety among normative middle-school students, and to identify the moderating role of gender, school transition and scholastic achievements on these trajectories. Subjects included 413 sixth grade students (53.3% females, mean age 11.27 ± 0.38 years). Participants were evaluated for their level of anxiety in the context of mathematics, using the Value of Education scale, in four time-points with a 6-month gap between each time-point. Data regarding subjects' grades and school transition were also collected. A growth curve analysis using hierarchical linear modelling revealed that girls, students who transitioned between schools and high achievers (each independently) reported a significant increase in mathematics related anxiety towards the end of sixth grade, which later decreased during seventh grade. The findings of this prospective study on factors affecting the development of mathematics anxiety among normative adolescents may be important in planning focused primary prevention school-based strategies. © 2016 International Union of Psychological Science.

  1. Relationship between sleep disturbance and depression, anxiety, and functioning in college students.

    PubMed

    Nyer, Maren; Farabaugh, Amy; Fehling, Kiki; Soskin, David; Holt, Daphne; Papakostas, George I; Pedrelli, Paola; Fava, Maurizio; Pisoni, Angela; Vitolo, Ottavio; Mischoulon, David

    2013-09-01

    Sleep disturbance (SD) has complex associations with depression, both preceding and following the onset and recurrence of depression. We hypothesized that students with depressive symptoms with SD would demonstrate a greater burden of comorbid psychiatric symptoms and functional impairment compared to students with depressive symptoms without SD. During a mental health screening, 287 undergraduate students endorsed symptoms of depression (Beck Depression Inventory [BDI] ≥ 13) and filled out the following self-report measures: demographic questionnaire, BDI, Anxiety Symptom Questionnaire-intensity and frequency (ASQ), Beck Hopelessness Scale (BHS), Beck Anxiety Inventory (BAI), Quality of Life Enjoyment and Satisfaction Questionnaire (QLESQ), and the Massachusetts General Hospital Cognitive and Physical Functioning Questionnaire (CPFQ). SD was measured using the BDI sleep item #16 dichotomized (score 0: no SD; or score > 0: some SD). Students with depressive symptoms and SD (n = 220), compared to those without SD (n = 67), endorsed significantly more intense and frequent anxiety and poorer cognitive and physical functioning. Students with depressive symptoms with and without SD did not significantly differ in depressive severity, hopelessness, or quality of life. College students with depressive symptoms with SD may experience a greater burden of comorbid anxiety symptoms and hyperarousal, and may have impairments in functioning, compared to students with depressive symptoms without SD. These findings require replication. © 2013 Wiley Periodicals, Inc.

  2. How do video-based demonstration assessment tasks affect problem-solving process, test anxiety, chemistry anxiety and achievement in general chemistry students?

    NASA Astrophysics Data System (ADS)

    Terrell, Rosalind Stephanie

    2001-12-01

    Because paper-and-pencil testing provides limited knowledge about what students know about chemical phenomena, we have developed video-based demonstrations to broaden measurement of student learning. For example, students might be shown a video demonstrating equilibrium shifts. Two methods for viewing equilibrium shifts are changing the concentration of the reactants and changing the temperature of the system. The students are required to combine the data collected from the video and their knowledge of chemistry to determine which way the equilibrium shifts. Video-based demonstrations are important techniques for measuring student learning because they require students to apply conceptual knowledge learned in class to a specific chemical problem. This study explores how video-based demonstration assessment tasks affect problem-solving processes, test anxiety, chemistry anxiety and achievement in general chemistry students. Several instruments were used to determine students' knowledge about chemistry, students' test and chemistry anxiety before and after treatment. Think-aloud interviews were conducted to determine students' problem-solving processes after treatment. The treatment group was compared to a control group and a group watching video demonstrations. After treatment students' anxiety increased and achievement decreased. There were also no significant differences found in students' problem-solving processes following treatment. These negative findings may be attributed to several factors that will be explored in this study.

  3. Anxiety and Response to Reading Intervention among First Grade Students

    PubMed Central

    Grills, Amie E.; Fletcher, Jack M.; Vaughn, Sharon; Barth, Amy; Denton, Carolyn A.; Stuebing, Karla K.

    2014-01-01

    BACKGROUND For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the most commonly experienced difficulty for youth. OBJECTIVE The present study examined anxiety among children classified as typically achieving or showing inadequate/adequate response following an intervention for reading problems. METHODS Participants were 153 ethnically-diverse children (84 male, 69 female) evaluated in the winter and spring of their first-grade academic year. Children completed several standardized measures of reading achievement involving decoding and fluency along with a multidimensional anxiety rating scale. RESULTS Repeated measures ANOVA revealed significant main effects for time and scale and significant interactions for time*scale and group*scale. Logistic regression examined whether anxiety predicted response to intervention (Y/N) at the end of the school-year. CONCLUSIONS Results showed overall decreases in anxiety over time, with the exception of the harm avoidance area which increased and also interacted with group (children with decoding/fluency difficulties reported less harm avoidance than typically achieving children). The harm avoidance area was most pertinent across analyses highlighting the potential importance of targeting this area; however, none of the anxiety scales predicted response group at the end of the intervention. Ongoing research is needed in this area in order to identify characteristics of inadequate responders to reading intervention programs and/or inform interventions that incorporate these socioemotional factors. PMID:25431528

  4. Biofeedback Intervention for Stress, Anxiety, and Depression among Graduate Students in Public Health Nursing

    PubMed Central

    Kaewboonchoo, Orawan; Ratanasiripong, Nop; Hanklang, Suda; Chumchai, Pornlert

    2015-01-01

    Globally, graduate students have been found to have high prevalence of mental health problems. With increasing severity of mental health problems on university campuses and limited resources for mental health treatment, alternative interventions are needed. This study investigated the use of biofeedback training to help reduce symptoms of stress, anxiety, and depression. A sample of 60 graduate students in public health nursing was randomly assigned to either the biofeedback intervention or the control group. Results indicated that biofeedback intervention was effective in significantly reducing the levels of stress, anxiety, and depression over the 4-week period, while the control group had increases in symptoms of anxiety and depression over the same timeframe. As future leaders in the public health nursing arena, the more psychologically healthy the graduate students in public health nursing are, the better the public health nursing professionals they will be as they go forth to serve the community after graduation. PMID:25954515

  5. Test anxiety in mathematics among early undergraduate students in a British university in Malaysia

    NASA Astrophysics Data System (ADS)

    Karjanto, Natanael; Yong, Su Ting

    2013-03-01

    The level of test anxiety in mathematics subjects among early undergraduate students at the University of Nottingham Malaysia Campus is studied in this article. The sample consists of 206 students taking several mathematics modules who completed the questionnaires on test anxiety just before they entered the venue for midterm examinations. The sample data include the differences in the context of academic levels, gender groups and nationality backgrounds. The level of test anxiety in mathematics is measured using seven Likert questionnaire statements adapted from the Test Anxiety Inventory describing one's emotional feeling before the start of an examination. In general, the result shows that the students who had a lower score expectation were more anxious than those who had a higher score expectation, but that they obtained a better score than the expected score. In the context of academic levels, gender groups and nationality backgrounds, there were no significant correlations between the level of test anxiety and the students' academic performance. The effect size of the correlation values ranged from extremely small to moderate.

  6. Investigating the Association of Mental-Social Climate and Social Anxiety With Students' Self-Efficiency.

    PubMed

    Fallah, Farideh; Nadi Ghara, Asghar

    2015-09-01

    The tendency and motivation to progress and achieve the ideal position have always encouraged people towards acquiring the required education. The present research aimed to investigate the association of mental-social climate and social anxiety with self-efficiency and also predict the academic self-efficiency of first grade high school students based on social anxiety and the mental-social climate of the classroom. A total of 350 subjects (172 girls and 178 boys) have been chosen by a random clustering sampling form the first grade high school students of Qaemshahr, Iran. The academic self-efficiency questionnaire, the social anxiety scale for teenagers and the classroom mental climate scale were used to collect the required data. For data analysis, the statistical method of correlation analysis, independent t test, and multivariate regression have been used. The research findings showed that there was a significant negative relationship between mental-social climate of the classroom and students' self-efficiency. In addition, social anxiety has been a significant negative relationship with self-efficiency. Furthermore, a significant positive relationship exists between mental-social climate and social anxiety. In order to develop students' self-efficacy, there should be appropriate psychosocial climate. Therefore, teachers and administrators of education must provide all necessary arrangements to improve psychosocial climate classes.

  7. Depression, anxiety, and tobacco use: Overlapping impediments to sleep in a national sample of college students.

    PubMed

    Boehm, Matthew A; Lei, Quinmill M; Lloyd, Robin M; Prichard, J Roxanne

    2016-10-01

    To examine how tobacco use and depression/anxiety disorders are related to disturbed sleep in college students. 85,138 undergraduate respondents (66.3% female, 74.5% white, non-Hispanic, ages 18-25) from the Spring 2011 American College Health Association-National College Health Assessment II database. Multivariate analyses of tobacco use (none, intermediate, daily) and mental health (diagnosed and/or symptomatic depression or anxiety) were used to predict sleep disturbance. Daily tobacco use was associated with more sleep problems than binge drinking, illegal drug use, obesity, gender, and working >20 hours/week. Students with depression or anxiety reported more sleep disturbances than individuals without either disorder, and tobacco use in this population was associated with the most sleep problems. Tobacco use and depression/anxiety disorders are both independently associated with more sleep problems in college students. Students with depression and/or anxiety are more likely to be daily tobacco users, which likely exacerbates their sleep problems.

  8. Management of Stress and Anxiety Among PhD Students During Thesis Writing: A Qualitative Study.

    PubMed

    Bazrafkan, Leila; Shokrpour, Nasrin; Yousefi, Alireza; Yamani, Nikoo

    2016-01-01

    Today, postgraduate students experience a variety of stresses and anxiety in different situations of academic cycle. Stress and anxiety have been defined as a syndrome shown by emotional exhaustion and reduced personal goal achievement. This article addresses the causes and different strategies of coping with this phenomena by PhD students at Iranian Universities of Medical Sciences. The study was conducted by a qualitative method using conventional content analysis approach. Through purposive sampling, 16 postgraduate medical sciences PhD students were selected on the basis of theoretical sampling. Data were gathered through semistructured interviews and field observations. Six hundred fifty-four initial codes were summarized and classified into 4 main categories and 11 subcategories on the thematic coding stage dependent on conceptual similarities and differences. The obtained codes were categorized under 4 themes including "thesis as a major source of stress," "supervisor relationship," "socioeconomic problem," and "coping with stress and anxiety." It was concluded that PhD students experience stress and anxiety from a variety of sources and apply different methods of coping in effective and ineffective ways. Purposeful supervision and guidance can reduce the cause of stress and anxiety; in addition, coping strategy must be in a thoughtful approach, as recommended in this study.

  9. Anxiety and Response to Reading Intervention among First Grade Students

    ERIC Educational Resources Information Center

    Grills, Amie E.; Fletcher, Jack M.; Vaughn, Sharon; Barth, Amy; Denton, Carolyn A.; Stuebing, Karla K.

    2014-01-01

    Background: For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the…

  10. Measuring Adult Learners' Foreign Language Anxiety, Motivational Factors, and Achievement Expectations: A Comparative Study between Chinese as a Second-Language Students and English as a Second-Language Students

    ERIC Educational Resources Information Center

    Lin, Li-Ching

    2013-01-01

    This dissertation focuses on interpreting the impacts of foreign language anxiety and individual characteristics on the achievement expectations of Chinese second-language learners and English second-language students at the university level. Four research questions are examined through quantitative design. In relation to methodology, this study…

  11. Measuring Adult Learners' Foreign Language Anxiety, Motivational Factors, and Achievement Expectations: A Comparative Study between Chinese as a Second-Language Students and English as a Second-Language Students

    ERIC Educational Resources Information Center

    Lin, Li-Ching

    2013-01-01

    This dissertation focuses on interpreting the impacts of foreign language anxiety and individual characteristics on the achievement expectations of Chinese second-language learners and English second-language students at the university level. Four research questions are examined through quantitative design. In relation to methodology, this study…

  12. Effect of rural practice observation on the anxiety of medical students.

    PubMed

    Aydin, Se; Yaris, F; Dikici, M F; Artiran Igde, F

    2015-01-01

    The aim of this study is to identify the level and causes of anxiety of sixth year medical students related to working in a rural area and the effect of a 1-day mobile rural health service observation on their anxiety. In the Ondokuz Mayis University Medical School in Samsun, Turkey, 212 students participated in a 1-day mobile rural health service led by a family physician. Between June 2011 and June 2013, during their family medicine internship, each student completed a structured questionnaire and a State-Trait Anxiety Inventory (STAI) before and after the observation. A total of 85.8% of the students preferred to work in an urban area compared to 14.2%, who preferred a rural area. Currently, 89.6% of the students live in an urban area while 84.4% had lived in an urban area during most of their childhood. A total of 18.5% had no opinion about living conditions in a rural area, 71.7% thought they would be able to deal with the challenges, and 52.4% said the idea of working in a rural area made them anxious. Those students who had lived in a rural area as a child were found to be less anxious about working in a rural area. The association between the preferred work area and the student's anxiety about working in a rural area was statistically significant (p<0.001). Of the students, 76.8% thought that rural areas are more difficult places to work; a major reason for this as stated by 76.4% was the desire to have access to easy transportation. Difficult living conditions was noted by the students as their main reason for not wanting to work in a rural areas. Of the students, 77.8% answered that the 1-day rural health service observation positively affected their perspective on working in a rural area. There were 102 (48.1%) anxious students before the observation and the total decreased to 87 (41%) after the observation. Difficult living conditions were the main reason for students' anxiety about working in a rural area. Most of the students answered that the

  13. Test Anxiety: Evaluation of a Low-Threshold Seminar-Based Intervention for Veterinary Students.

    PubMed

    Hahm, Nadine; Augustin, Sophie; Bade, Claudia; Ammer-Wies, Annett; Bahramsoltani, Mahtab

    2016-01-01

    Veterinary students are confronted with a high workload and an extensive number of examinations. However, the skills students gained in high school cannot serve as satisfactory coping strategies during veterinary training. This disparity can lead to test anxiety, as frequently reported by international surveys. In response, a pilot study was carried out to evaluate the effects of a newly developed training seminar to prevent and/or reduce test anxiety. The seminar was offered on a voluntary basis as a low-threshold intervention to first- and second-year veterinary students at three different veterinary schools in Germany. The intervention was offered in two different designs: in either a block or in a semester course containing cognitive and behavioral approaches as well as skill-deficit methods. By conducting a survey and interviews among the participants it was determined whether the contents of the seminar were perceived as helpful for counteracting test anxiety. The potential of the intervention was evaluated using a German test anxiety questionnaire (PAF). The contents of the training seminar were all assessed as beneficial but evaluated slightly differently by first- and second-year students. The results indicate that the seminar prevents and reduces test anxiety significantly compared to the control group students. The greatest effects were achieved by offering the intervention to first-year students and as a block course. As the participants benefit from the intervention independent of the extent of test anxiety, these results suggest that it may be profitable to integrate a workshop on coping strategies in the veterinary curriculum.

  14. Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students.

    PubMed

    Faramarzi, Mahbobeh; Khafri, Soraya

    2017-01-01

    Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B = -0.512, P < 0.001). The prevalence of alexithymia was 21.8% in students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother's education, father's education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.

  15. Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students

    PubMed Central

    2017-01-01

    Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B = −0.512, P < 0.001). The prevalence of alexithymia was 21.8% in students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother's education, father's education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities. PMID:28154839

  16. Symptoms of anxiety and depression in medical students and in humanities students: relationship with big-five personality dimensions and vulnerability to stress.

    PubMed

    Bunevicius, Adomas; Katkute, Arune; Bunevicius, Robertas

    2008-11-01

    To evaluate the prevalence of anxiety and depression in medical students and in humanities students. To assess the relationship between symptoms of anxiety, symptoms of depression and Big-Five personality dimensions and vulnerability to stress in medical students. Randomly selected 338 medical students and 73 humanities students were evaluated for symptoms of anxiety and depression using the Hospital Anxiety and Depression Scale (HADS), for Big-Five personality dimensions using the Ten-Item Personality Inventory (TIPI), and for vulnerability to stress using the Stress Vulnerability Scale (SVS). Symptoms of anxiety and symptoms of depression were prevalent in medical students (43% and 14%, respectively) and in humanities students (52% and 12%, respectively). In medical students the score on the HADS anxiety subscale and the score on the HADS depression subscale correlated negatively with the score on the TIPI Emotional Stability scale (r = -0.39, p < 0.01 and r = -0.2, p < 0.01, respectively) and correlated positively with the score on the SVS (r = 0.38, p < 0.01 and r = 0.44, p < 0.01, respectively). Symptoms of anxiety and depression are prevalent in medical students and in humanities students. Severity of symptoms of anxiety and symptoms of depression in medical students is negatively related to emotional stability and positively related to stress vulnerability.

  17. Impact of early adolescent anxiety disorders on self-esteem development from adolescence to young adulthood.

    PubMed

    Maldonado, Lizmarie; Huang, Yangxin; Chen, Ren; Kasen, Stephanie; Cohen, Patricia; Chen, Henian

    2013-08-01

    To examine the association between early adolescent anxiety disorders and self-esteem development from early adolescence through young adulthood. Self-esteem was measured at mean ages 13, 16, and 22 for 821 participants from the Children in the Community Study, a population-based longitudinal cohort. Anxiety disorders were measured at mean age 13 years. Multilevel growth models were employed to analyze the change in self-esteem from early adolescence to young adulthood and to evaluate whether adolescent anxiety disorders predict both average and slope of self-esteem development. Self-esteem increased during adolescence and continued to increase in young adulthood. Girls had lower average self-esteem than boys, but this difference disappeared when examining the effect of anxiety. Adolescents with anxiety disorder had lower self-esteem, on average, compared with healthy adolescents (effect size [ES] = -.35, p < .01). Social phobia was found to have the greatest relative impact on average self-esteem (ES = -.30, p < .01), followed by overanxious disorder (ES = -.17, p < .05), and simple phobia (ES = -.17, p < .05). Obsessive compulsive-disorder (OCD) predicted a significant decline in self-esteem from adolescence to young adulthood (β = -.1, p < .05). Separation anxiety disorder was not found to have any significant impact on self-esteem development. All but one of the assessed adolescent anxiety disorders were related to lower self-esteem, with social phobia having the greatest impact. OCD predicted a decline in self-esteem trajectory with age. The importance of raising self-esteem in adolescents with anxiety and other mental disorders is discussed. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  18. Impact of early adolescent anxiety disorders on self-esteem development from adolescence to young adulthood

    PubMed Central

    Maldonado, Lizmarie; Huang, Yangxin; Chen, Ren; Kasen, Stephanie; Cohen, Patricia; Chen, Henian

    2013-01-01

    Purpose To examine the association between early adolescent anxiety disorders and self-esteem development from early adolescence to young adulthood. Methods Self-esteem was measured at mean ages 13, 16 and 22 for 821 participants from the Children in the Community Study, a population-based longitudinal cohort. Anxiety disorders were measured at mean age 13 years. Multilevel growth models were employed to analyze the change in self-esteem from early adolescence to young adulthood and to evaluate whether adolescent anxiety disorders predict both average and slope of self-esteem development. Results Self-esteem increased during adolescence and continued to increase in young adulthood. Girls had lower average self-esteem than boys, but this difference disappeared when examining the effect of anxiety. Adolescents with anxiety disorder had lower self-esteem, on average, compared with healthy adolescents (effect size (ES) =−0.35, p<0.01). Social phobia was found to have the greatest relative impact on average self-esteem (ES=−0.30, p<0.01), followed by overanxious disorder (ES=−0.17, p<0.05), and simple phobia (ES=−0.17, p<0.05). Obsessive compulsive-disorder (OCD) predicted a significant decline in self-esteem from adolescence to young-adulthood ( =−0.1, p<0.05). Separation anxiety disorder was not found to have any significant impact on self-esteem development. Conclusions All but one of the assessed adolescent anxiety disorders were related to lower self-esteem, with social phobia having the greatest impact. OCD predicted a decline in self-esteem trajectory with age. The importance of raising self-esteem in adolescents with anxiety and other mental disorders is discussed. PMID:23648133

  19. The effectiveness of stress management training program on depression, anxiety and stress of the nursing students

    PubMed Central

    Yazdani, Mohsen; Rezaei, Sara; Pahlavanzadeh, Saeid

    2010-01-01

    BACKGROUND: Stress has been defined as a barrier to concentration, problem solving, decision making, and other necessary abilities for students’ learning; it also has some symptoms and illnesses in the students such as depression and anxiety. In reviewing stress and its consequences, the methods of coping with stress in the method of response to it would be more important than the nature of stress itself. Therefore, this study aimed to determine the effectiveness of stress management training program on depression, anxiety and stress rate of the nursing students. METHODS: This parallel group randomized quasi-experimental trial, was done on 68 Bs nursing students of Nursing and Midwifery School in Isfahan University of Medical Sciences from 2010 to 2011. The questionnaires of this study consisted of individual characteristics and Depression, Anxiety and Stress Scale (DASS-42). In a random fashion, The intervention group was trained with stress management training program in 8 two hours sessions, twice a week. The questionnaires were completed by both groups before, after and one month after the study. RESULTS: The results of the study indicated that there was no significant difference before the intervention in depression, anxiety and stress mean scores in the two groups. After the intervention, the mean scores of anxiety and stress in the intervention group was 5.09 (4.87) and 8.93 (6.01) and in the control group was 10 (6.45) and 13.17 (7.20), that reduction in depression mean score was significantly greater in the intervention group in the control group (p = 0.040). Furthermore, the mean scores of anxiety and stress showed a significant difference between the two groups (Anxiety p = 0.001; Stress p = 0.011); this reduction also had been remained after a month. CONCLUSIONS: According to the results of the present study, holding stress management training program workshops in different courses of the mental health department can improve mental health of the

  20. The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students.

    PubMed

    Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph

    2016-01-01

    Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.